LIBRARY OF CONGRESS. 

Shelf X-^'sNS 





.\ 



MANUAL 



OF THE 



COMMON SCHOOLS 



OF 



Wayne County, Indiana; 



CONTAINING THE 



Course of I 



OURSE OF INSTRUCTION, 



1QS5. 



COUNTY SUPERINTENDENT. 



SEP 



RICHMOND, IND.: 

J. M. COE, BOOK AND JOB PRINTER. 



-r)/ 



V 






-^'P^ 



EXPLANATION. 



The present is the third attempt to put in permanent and convenient 
form, information concerning the Pubhc Schools of Wayne County. A 
larger pamphlet has been produced at each successive attempt; and, it is 
beheved that the present publication will be found almost entirely com- 
plete, for the service of patrons and pupils as well as officers and teachers. 

This Manual has been written at an opportune time. The work of 
the schools has become unified and systematic; and all important ques- 
tions connected therewith, have been settled either by custom or by the 
action of the County Board. 

In the preparation of Part II, assistance was received from teachers 
representing nearly every part of the county. But acknowledgments are 
due too many persons to permit the mention of any for fear of omitting 
some equally deserving. 

The cost of printing was to be paid from surplus institute fees and the 
proceeds of advertisements. The outlay has exceeded the resources, but 
the undertaking does not become an expense to the public funds. 

J. C. MACPHERSON, 

County Supermtendent, 

July, 1885. 



Copyright, 1885, by J. C Macpherson. 



CONTENTS. 



Part I— System and Administration. 



Fage. 
Chapter I, Indiana School System. i 

Origin, i; Doctrines, 2; Outline, 3. 
Chapter II. Officers and their Duties 4 

State Superintendent, 4; State Board, 4; County 

Superintendent, 5 ; Township Trustee, 5 ; School 

Boards, 6; Calendar, 7. 
Chapter III. County Board of Education 8 

The Statute, 8 ; Permanent Organization, 9. 
Chapter IV. Code of Rules 11 

License and Contract, 11 ; Duties of Teachers, 12; 

Conduct of Pupils, 13. 

Chapter V. Text-Book Regulations 15 

Chapter VI. School Outfit 19 

Chapter VII. Township Libraries 20 

Chapter VIII. Fo?'m of Teacher's Contract 21 

Part II —Course of Instruction. 

Chapter IX. Groivth of the Course 23 

Chapter X. Explanation of Publications of the Course 25 

Chapter XL Explanation of First Grade.. 27 

Conspectus of the Course, 28 and 29. 

Chapter XIL Second Grade 33 

Chapter XIII. Thif-d Grade 35 

Chapter XIV. Fourth Grade 38 

Chapter XV. Fifth Grade 41 

Chapter XVI. Sixth Grade 43 

Chapter X VII. Completion of the Course. — Diploma 47 

Chapter XVIII. Application of the Course 50 

Some Perplexities, 52. 



CONTENTS. 



Chapter XIX. Daily Program 54 

Chapter XX. Records of the Term. — Register 56 

Use of Baker's Graded Register, 58. 

Chapter XXI. Geography of Wayne County 60 

Chapter XXII. Oral Physiology 62 

Chapter XXIII. Lists for Spelling Exercises 63 

Part III.— Miscellaneous. 

Chapter XXIV. Address to the Patrons 65 

Grading in District Schools, 66 ; Utility of the 

Course, 68; Obstacles, 70; Other Topics, 71. 

Chapter XXV. Enumeration and Transfers 72 

Chapter XXVI. The School District. 75 

School Meetings, 75; Voters, 76; Selection and 

Dismissal of Teachers, 77. 

Chapter XXVII. District Director. 78 

Chapter XXVIII. Examination of Teachers 79 

Chapter XXIX. Trustees' Reports 80 

Chapter XXX. Toivnship Instit^ites 81 

Regulations, 81; County Institute, 82. 
Chapter XXXI. Legal Ltems 83 

Teachers : Employment and Dismissal, 84. 
Chapter XXXII. School Funds and Revenues 85 

Table of Permanent Funds, 87. 
Chapter XXXIII. Local Taxation 88 

Estimate of Levies for Local Tuition, 89 ; Special 

School Revenue, 89. 

Chapter XXXIV. Statistics 90 

Chapter XXXV. Care of School Property 92 

Chapter XXXVI. Future Movements 94 

Chapter XXXVII. Address to Teachers 97 

Adopted Text-Books and their Prices 99 

Nicholson & Bro 100 

Van Antwerp, Bragg & Co loi 

Statistics of 1885; Richmond Normal School; D. Appleton & Co 102 

Ivison, Blakeman, Taylor & Co 103 

Teacher's Manuals 104 

Appendix : 
The County System. 



Part I— Systea/i and Administration. 



OHAPTEE I. 



INDIANA SCHOOL SYSTEM. 



ORIGIN. 



The Ordinance of Congress — passed May 20, 1785 — in relation to 
the mode of disposing of the public lands in the territory of the United 
States, northwest of the Ohio river, provided that "there shall be reserved 
the lot [section] No. 16, of every township, for the maintenance of public 
schools within said township." 

The famous Ordinance of July 13, 1787, which provides for the gov- 
ernment of the above described territory, declares : 

" Religion, morality, and knowledge, being necessary to good govern- 
ment and the happiness of mankind, schools and the means of education 
shall forever be encouraged." 

By these national acts, the duty of "The State" to provide for the 
education of the children, was recognized. Following in their lead, the 
first Constitution of Indiana — adopted in 1816 — contained the following: 

" Knowledge and learning generally diffused through a community, be- 
ing essential to the preservation of a free government, and spreading the 
opportunities and advantages of education through the various parts of the 
country being highly conducive to this end — ^^ * '<^ It shall be the 
duty of the General Assembly, as soon as circumstances permit, to provide 
by law for a general system of education, -^ ^' wherein tuition shall 
be gratis and equally open to all." 

PRESENT CONSTITUTIONAL PROVISIONS. 

Article VIII of the Constitution adopted in 1851, by a popular major- 
ity of eighty thousand — is devoted to " Education." The first section says : 

1. Kno'wledf/e and lecvrning generally diffused through- 
out a Gommunitg being essential to the preservation of a free 
government, it shall be the duty of the General Assembly to 
encourage, by all suitable means, moral, intellectual, scien- 
tific, and agricuUaral improvement, and to iwovide by law 
for a general and uniform system of common schools, wherein 
tuition shall be unthout charge and equally open to all. 



WAYNE COUNTY COMI\rON SCHOOLS. 



The other sections relate chiefly to provisions for the care and man- 
agement of the school funds. 

The Supreme Court has made several decisions upon the meaning of 
the first section : 

1. Schools a State Institution. Under our former constitution we had 
had two systems of common schools, the general and the local, and the 
local had broken down the general system, and neither had flourished. 
This was an evil distinctly in the view of the convention which framed 
the new constitution, and it was determined that the two systems should no 
longer co-exist ; that the one general system should continue, strengthened 
by additional aids, and that the counteracting local system should go out of 
existence. * * Common schools as a whole are made a State institu- 
tion — -a system co-extensive with the State, embracing within it every citi- 
zen, every foot of territory, and all the taxable property of the State. — 
lo Ind. 76 and 77. 

2. General. Our common school system must be general, that is, it 
must extend over and embrace every portion of the State. — 48 Ind. 358. 

3. Uniform. It must be uniform. This will be secured when all 
the schools of the same grade have the same system of government and 
discipline, the same branches of learning taught, and the same qualifica- 
tions for admission. — Id. 359. 

4. Classification. The schools must be equally open to all. But the 
legislature may classify the pupils to be admitted, with reference to age, 
sex, advancement, and branches of study to be pursued; and may desig- 
nate to what schools and what school houses the different ages, sexes, and 
degrees of proficiency shall be assigned. — Id. 360. 

DOCTRINES. 

From what has been quoted it wih be seen that the Indiana School 
System is based upon the following broad principles : 

1. That intelligence is essential to the maintenance of good govern- 
ment and the realization of freedom. 

2. That every child in the State should be afforded equal school 
privileges. 

3. That it is the duty of the State to provide by law for a thorough 
and efficient system of schools which shall be equally open to all. 

4. That the schools should be established and supervised by State 
authority. It is not enough that the State makes by its laws a system of 
schools possible. The State should compel the location, establishment and 
maintenance of a sufficient number of schools for the education of all its 
children. A permissive system would soon become no S3^stem. 

5. That the property of the State should educate the children of the 
State. 

"All the citizens of the State are governed by the same system of laws. 
The laws of the State are an outgrowth of the ii:itelligence of the citizens. 
A limitation of intelligence is a limitation of citizenship, and ignorance on 
the part of some is an abridgment of the liberty of others. Hence, every 
citizen is benefited by, and therefore, has an interest in, the intelligence of 
every other citizen. Thus an equalization of benefits arises from a uniform 



INDIANA SCHOOI> SYSTEM. 



school system ; upon this is based the doctrine of equal obligation. In the 
maintenance of a general system of schools, the State has recognized the 
principle that the property of the State should educate the children of the 
State. It, therefore, levies and collects a tax upon the property of its citi- 
zens, and the proceeds of that tax it distributes equally among the children 
of the State, to be used for tuition purposes only." — Sitpt. Smart, 1880. 

DEVELOPMENT OF THE SCHOOL SYSTEM. 

In accordance with the general law of institutional development, the 
growth of the school system of Indiana has been toward simplicity and 
unity. By the first Constitution it was made the duty of the General As- 
sembly "as soon as circumstances will permit, to provide for a general sys- 
tem of education." The first attempt to create such an institution was 
"An act incorporating congressional townships, and providing for public 
schools thei^ein," approved February 6, 1837. The system then established 
was extremely complicated, and was weakened by an excessive division of 
functions among numerous officers. It was without county or State direc- 
tion, and nearly every step in matters of taxation and administration was 
dependent upon the votes of the inhabitants of school districts. These de- 
fects were not removed by the "Act to increase and extend the benefits of 
common schools," approved January 19, 1849. The inefiicacy of these 
statutes soon became apparent; and the present Constitution, adopted in 
1 85 1, not only renewed the requirement that the system should be general 
and uniform, but also forbade the enactment of local or special laws for 
supporting common schools. In pursuance of these provisions a general 
school law was enacted in 1852, and received the approval of the Gov- 
ernor on February 1 4th of that year. This law contained the germs of the 
present system ; and after passing through several revisions by the General 
Assembly, guided by a series of luminous decisions of the Supreme Court, 
it was embodied in the act of March 6, 1865, the last comprehensive 
statute on the subject of common schools. This, as amended to date, with 
a number ot supplemental sections and acts, constitutes the school law of 
Indiana. — Supt. Holcombe, 1883. 

OUTLINE OF THE SYSTEM. 

The following are the Institutions that constitute the present School 
System of Indiana : 

Township Elementary or District Schools. 
Township Graded Schools. 
Town and City Schools. 
Town and City High Schools. 

Township Institutes. 

County Institutes. 

General Institutions : 

State Normal School, located at Terre Haute. 

State University, located at Bloomington. 

Purdue Universty, (Agricultural and Mechanical), at Lafayette, 



WAYNE COUNTY COMMON SCHOOLS^ 



Special Institutions : 

Institute for the Education of the Deaf and Dumb, IndianapoHs. 
Institute for the Education of the BHnd, Indianapohs. 
Soldiers' Orphans' Home, Knightstown. 

Reformatory Institutions : 

House of Refuge, (Boys), Plainfield. 
Girls' Reformatory, IndianapoHs. 



CHAPTER II. 



OFFICERS AND THEIR DUTIES. 



For the administration of the System, the officers herein named have 
been provided, and certain duties assigned. The figures at the end of sen- 
tences refer to sections of the Revised Statute of Indiana. 

STATE SUPERINTENDENT OF PUCLIC INSTRUCTION. 

Elected by the people for two years. §4406. He is charged with the 
administration of the system of public instruction, and a general superintend- 
ance of school affairs; supervises the management of the school funds and 
revenues ; makes reports to the Governor and the General Assembly ; appor- 
tions revenue among the counties ; and publishes and interprets the school 
law. He prepares and transmits to the proper officers, suitable forms and 
regulations for making their reports to him, and all necessary instructions 
for the better organization and government of the schools. He compiles 
statistics; visits the counties and inspects the security of the funds; calls 
meetings of. school officers; lectures upon topics calculated to subserve the 
interests of pubHc education. He hears appeals in certain cases. He is a 
member of the State Board of Education, and a trustee of the State Normal 
School. §4408-4417, 447 7 r 4482, 4543- 

STATE BOARD OF EDUCATION. 

An ex officio body of professional educators, including the State Super- 
intendent, who is its president, the Presidents of the State University, the 
State Normal School, and Purdue University, and the Superintendents of 
the Public Schools of the three largest cities in the State ; and the Governor. 
§4420. This Board constitutes an advisory council to the State Superin- 
tendent, examines applicants for State license, prepares questions for county 
examinations, and takes cognizance of such questions as may arise in the 
practical administration of the school system, not otherwise provided for. 
§4421, 4422. 



OFFICERS AND THEIR DUTIES. 



THE COUNTY SUPERINTENDENT. 



Appointed by the Township Trustees for two years. §4424. Examines 
and Ucenses teachers. §4425. May revoke licenses. §4426. Reports 
to State Superintendent, names of persons licensed. §4428. Has the 
general superintendence of the schools of his county; visits schools for the 
purpose of increasing their usefulness and elevating all as far as practicable 
to a common standard. Shall encourage teachers' institutes and associa- 
tions; shall labor in every practicable way, to elevate the standard of 
teaching and to improve the condition of the schools of the county ; shall 
carry out instructions of State Superintendent and State Board; and is the 
medium between the State Superintendent and the subordinate school 
officers. §4429. Compiles reports of enumeration, transfers, and financial 
and statistical information, and forwards to proper authority. §4431, 4432. 
4468. Has power to institute suit in certain cases. ^4435. Must hold 
County Institute once a year. §4523. Must attend and conduct town- 
ship institutes. §4429. Hears appeals in certain cases. §4537- Is a 
member of the County Board of Education, its president ex officio ; and 
practically its executive officer. §4436. 

COUNTY BOARD OF EDUCATION. 

An ex officio body of school officers within the county. See Chapter 
III. 

THE TOWNSHIP TRUSTEE. 

The Trustee of the civil Township is ex officio School Trustee of such 
part of the Township as is not included withm limits of any incorporated 
town or city situate in such Township. §4438. 

A. As School Trustee he receives the school revenues belonging to 
the school corporation, and pays out the same for the purposes intencied; 
keeps record thereof, and makes report to and settlement with County 
Commissioners. §4441. He takes charge of educational affairs of the 
school corporation; employs teachers; establishes and locates schools; 
builds houses; provides furniture, apparatus, fuel, etc. May establish 
graded schools and prescribe the regulations therefor; has charge of all 
school property belonging to the township. §4444. Requires reports of 
teachers. §4449. Makes report of statistical information concerning 
schools to County Superintendent annually. §4450. Levies special tax 
for the construction of houses, the providmg of furniture, fuel, and all 
other expenses except tuition. §4467. Enumerates the school children. 
§4472. May transfer persons because of better accommodations. §4473. 
Reports enumeration and transfers to County Superintendent. §4475. May 
organize separate schools for colored children. §4496. Shall provide to 
have taught in the Common Schools, Orthography, Reading, Writing, 
Arithmetic, Geography, English Grammar, Physiology, History of the 
United States, and good behavior; and may introduce other branches as 
the advancement of the pupils may require. §4497. 

B. Levies the tax for school purposes, commonly know as the "local 
tax for tuition." §4469. May levy tax to pay debts in certain cases. 
§4471. Shall provide same length of term to each school of the township. 



Wayne county common schools. 



^4494. Appoints District Director in case of failure to elect. S4498. 
May dismiss teacher upon due notice and for good cause. §4501. Hears 
appeals from decisions of Directors. S4506. May sell school property 
on petition. ^^45 11. Shall contract with teachers to attend township insti- 
tute. ^4520. Has charge of Township Library. §4529. Decisions of 
Township Trustee, relating to school meetings, establishment of schools, lo- 
cation and removal of school houses, transfers, and dismissal of teachers, 
are appealable to County Superintendent. §4537- The Township Trustee 
is a member of the County Board of Education, (§4436), and an elector 
of the County Superintendent. (§4424). 

SCHOOL BOARDS OF CITIES AND TOWNS. 

Composed of three Trustees appointed by the Common Council in 
cities, and the Board of (civil) Trustees in incorporated towns, for a term 
of three years, one appointee retiring each year. Such Trustees elect one 
of their number president, one secretary and one treasurer, for a period of 
one year. §4439, 

A. School Boards exercise for their respective school corporations, 
all the powers and duties ascribed to Township Trustee, in paragraj)h A, 
above. 

C. The School Board may employ a superintendent, prescribe his 
duties, and pay him from the special school revenue. §4445- Shall re- 
ceive the proceeds of such bonds as (civil) town trustees or city council 
may issue and sell, and shall apply to the purpose only for which the same 
is provided. ^4489. Before purchasing ground or contracting for building, 
must obtain approval of civil trustees of town or common council of city. 
^^4491. Civil trustees of towns and common councils of cities levy the 
"local tax for tuition." §4469. 

D. The School Trustees of two or more school corporations have 
power to establish joint graded schools, and provide for admitting into the 
higher departments of their graded schools, from the primary schools of 
their corporations, such pupils as are sufficiendy advanced for such 
admission. §4446. Under this laAv an incorporated town and the town- 
ship in which it is situated may unite in the establishment of a joint graded 
school. The section just quoted provides for the purchase of grounds and 
erection of building, selection of teachers, and the care and management 
of such graded schools. 

THE DISTRICT DIRECTOR. 

A full explanadon of the duties of this officer is given in a later chapter. 
See table of contents. 

OTHER OFFICERS. 

The Auditor of State, Treasurer of State, County Auditor, County 
Treasurer, and County Commissioners, have duties in regard to the care 
and management of the School Funds and the collecting and disbursing of 
the School Revenues. Their respective duties can, to some extent, be in- 
ferred from the following Calendar. 

The Funds and Revenues will be explained in a later chapter. 



OFFICERS AND THEIR DUTIES. 



CALiENDAR. 



Showing when Duties of School 0|3icers are to be performed. 

January i. — Semi-annual a])portionment of school revenue for tuition, made 
by State Superintendent. ^^447 7, 4482. 

January^ Last Monday. — Distribution of school revenue to school corpora- 
tions, made by County Auditor, and reported to State Superin- 
tendent. 4486. 

March i. — Enumeration of children, by Trustees, commenced. 4472. 

May I. — Meeting of County Board of Education. 4436. 

May I. — Trustee's report of enumeration and transfers, filed with County 
Superintendent. 4475. 

May 15. — County Superintendent's report of enumeration, due to State 
Superintendent. 4431. 

May, Third Monday. — Auditor's semi-annual report of school revenue for 
apportionment, due to State Superintendent. 4479. 

May, Fourth Monday. — Semi-annual apportionment of school revenue, 
made by State Superintendent. 4477,4482. 

May, Last Jl'eck. — County Superintendent reports names of teachers 
licensed, to State Superintendent. 4428. 

ynne i. — County Superintendent reports to County Auditor, basis of appor- 
tionment. 4432. Also, statement of transfers. 4468. 

June, First Monday — biennially — Township Trustees appoint County Super- 
intendent. 4424. 

June. — County Auditor and County Treasurer report to County Commis- 
sioners, relative to school funds held in trust in their county. 4398, 

June. — Commissioners meet, examine said reports, compare and inspect 
books, etc.; and report condition of school funds to State Superin- 
tendent. 4399, 4400, 4401. 

June. — Election of School Trustees in incorporated towns and cities. They 
must organize within five days after the election of a member, and 
execute their respective bonds. 4439. Auditor reports names to 
State Superintendent. 4440. 

June, Second Monday. — Semi-annual distribution of school revenue, made 
by Auditor and reported to State Superintendent. 4486. 

July. — County Superintendent's report on Institutes, to State Superintendent. 

July 31. — End of school year. 4441, 4450. 

August, First Monday. — Trustee's report of receipts and expenditures due 
to County Commissioners. County Commissioners meet to settle 
with School Trustees. A copy of report to be filed with County 
Superintendent within ten days after its date. 4441. 

August, First Monday. — Trustee's statistical report to County Superintend- 
ent, due. 4450. 

September i. — Meeting of the County Board of Education. 4436. 

September i. — County Superintendent's statistical report to the State Super- 
intendent, due. 4431. 

October, First Saturday'. — Election of School Director in the districts. 4498. 

December 25. — Auditor's semi-annual report of school revenue for appor- 
tionment, and annual settlement sheet of interest, due to State 
Superintendent. 4479. 



M'AYNE COUNTY COMMON SCHOOLS. 



OHAPTEE III. 



COUNTY BOARD OF EDUCATION. 



THE STATUTE. 

Members. j/^g Coujity Superintendent and the Trustees of 

the townships, and the Chairman of the School 
Trustees of each town and city of the county, shall 
constitute a County Board of Education. 

Meetings. Said, Board shall meet, semi-annually , at the of- 

fice of the County Superintendent, on the first days 
of May and Septemher (unless the said days he 

Quovuni. Sunday, and, if so, on the day following), a major- 

ity of whom shall constitute a quoritm. 

President. lite County Superintend cnt shall preside at the 

meetings of the Board, and, shall be a,llowed to vote 

Superintend- qu all QuestioJis OS othcr members of the same are 

ent's Vote. i-, n , , 

ailojved to vote. 

Duties. Said Board, shall consider the general wants and 

needs of the schools and school property of which 
they have charge, and, all matters relating to the 
purchase of school furniture, boohs, maps, charts, 
etc. 

Text-imnks. 2']^g change of text-books, except in cities, and 

Libraries. tjis carc and management of toiunship libraries, 

shall be determined by such Board, and each toiun- 
ship shall conform as nearly as practicable to its 
actions ; 

Period of But no tcxt-book, hereafter adopted, by the Coun- 

Adoption. ^^ ^oa/YZ, shall be changed luithin six years from 

the date of such, adoption, except by unanimous 

vote of all the members of such Board. Section 

use. 

COMMFNTS. 

"The County Board of Education was instituted in 1873. The leg- 
islative enactments of that year amended the school law in such marked 
particulars, as to cause it thereafter to be spoken of as ' the new law.' The 
amendments reorganized the county system, with the following essential 
features: (i) County Superintendency ; (2) Township Institutes; (3) 
County Board of Education. 

" An examinadon of the statute will show the duties and province of 
the Board : i . To consider the general wants and needs of the schools ; 
2. The wants and needs of the school property; 3. All matters relating to 
the purchase of school furniture, books, maps, charts, etc.; 4. To deter- 
mine the change of text-books (except in cities); 5. The care and manage- 
ment of Township Libraries. 



COUNTY BOARD OF EDUCATION. 



" Thus it is seen that the subjects for the Board's consideration em- 
brace much of the work of Trustees and Superintendent. By its action 
can be brought about the uniformity in facihties and similarity in practices 
so much needed throughout the county. ^~ ^^ -i^ The Board is the 
enduring part of our county system. The Superintendent can be changed 
every two years. The Trustees of townships must leave their positions after 
four years' service. The other members are subjected to rotation each 
year. A continuous organization of the Board can be maintained, for at 
no time will all, or perhaps even a majority, of the members retire and give 
place to inexperienced successors." — ;/. C. M. — Report of \'i']']. 



OPINIONS. 



1. President pro ieni. — In the absence of the County Superintendent 
the Board may appoint one of its members president pro tern. — Smart. 

2. Course of Study. — The Board may adopt a course of study for dis- 
trict schools, and rules and regulations for the government thereof. — Smart. 

3. Rules. — The County Board and Trustees have the right to make 
such rules and regulations, according to law, as will tend to promote the 
general good of the public schools, and it is the duty of teachers to carry 
out such rules in good faith. — Bloss. 

4. Reeord. — It is very important that school officers and County 
Boards should make careful record of their proceedings. — Smart. 

5. Adoption of Books. — It is the policy of the law to prohibit and pre- 
vent frequent changes of text-books, prompted or promoted by improper 
motives, and to protect the public against unnecessary expense. When 
the necessary text-books are fully ascertained and determined by the 
Board, it is the duty of township officers to conform to its action until law- 
fully changed. — Hord, Att'y-Gen. 

6. Adopted books in toiuns. — The graded schools of incorporated towns 
are under the same control of the County Board as any of the schools of 
the township. Cities alone are excepted. — Bloss. 

Incorporated towns are not exempted from the control of the Board, 
and yet are not expressly required to conform. It has uniformily been 
held to be the duty of Trustees of towns to introduce the text-books adopted 
by the County Board so far as it is practicable to do so. But, though 
towns must not adopt or introduce books different from those adopted by 
the County Board, yet in branches in which the County Board has made 
no adoption the towns may select books. — Holcombe. 



PI.AX OF PERMANENT OROAMZATIOX. 

Adopted September i , 1877. 

For the purpose of facilitating the business of the Board, the following 
rules of order are adopted : 

MEETINGS. 

I. The Board shall meet in the Township Trustee's office, Rich- 
mond, at 10 o'clock A. M., on the first days of May and September, 
unless the said days be Sunday, if so, on the day following. 



WAYNE COUNTY COMMON SCHOOLS. 



Other meetings shall be held at the same place and hour-unless other- 
wise stated in the call. 

II. Other meetings may be appointed by adjournment, or called by 
the Superintendent or five members. 

PRESIDENT. 

III. The Superintendent is cs officio president of the Board, and in 
that position shall perform the duties of a presiding officer. He shall be 
alloAved to vote on all questions as other members of the Board are allowed 
to vote. 

SECRETARY. 

IV. A Secretary shall be elected by the Board at the regular meeting 
on May ist. He shall serve one year from his election ; shall make a 
record of the transactions of the Board in a book kept for that purpose ; 
and perform such other duties as the Board may from time to time direct. 

STANDING COMMITTEES. 

V. At the May meeting, the Board shall appoint such Standing Com- 
mittees as are hereinafter provided for. These Committees shall consider 
such matters as the Board may appropriately refer to them, and report 
measures for adoption by the Board. 

The Committees may be given power to act during the time interven- 
ing between the meetings of the Board. 

COMMITTEE ON PROPERTY. 

VI. This Committee shall collect information in regard to styles of 
buildings and furniture ; shall consider the condition of the school property ; 
and suggest methods of improving the comfort and convenience thereof. 

COMMITTEE ON COURSE OF INSTRUCTION, TEXT-BOOKS, MAPS, 
APPARATUS, ETC. 

VII. This Committee shall consider the condition of the schools in 
reference to the character of the instruction; the directions necessary; the 
books, maps, globes, and other appHances needed to carry out the design 
of the instruction ; and shall report upon all proposed changes of text- 
books, the necessity thereof, and the manner of introduction. 

COMMITTEE ON WAGES, LOCAL LEVIES, LENGTH OF TERMS, ETC. 

VIII. This Committee shall consider questions of a general character 
arising in connection with the finances of the schools, — such as wages, tax 
levies, etc. The Committee shall also consider matters relating to the 
length of term, times of commencing terms, and of vacations, etc. 

COMMITTEE ON RULES, DUTIES OF TEACHERS, AND TOWNSHIP 
INSTITUTf;S. 

IX. This Committee shall consider the Schools in regard to their 
efficient workings, and report such rules and regulations for the government 



CODE OF RULES. 



of teachers and pupils as may be deemed necessary. The needs .of Town- 
ship Institutes shall be considered by this Committee. 

COMMITTEE ON TOWNSHIP LIBRARIES. 

X. This Committee shall collect information concerning the Town- 
ship Libraries within the County, and suggest measures for the increased 
usefulness, the care and management thereof. 

REPORTS. 

XI. The Superintendent, at each meeting of the Board, shall make 
report of his observations, and recommend such action as he may deem 
necessary for the improvement of the schools, or upon matters connected 
therewith. 

XII. The Standing Committees shall report at the regular meetings 
in May and September, upon the business in their hands, and as much 
oftener as the Board may direct. 

VACANCIES. 

XIII. Whenever any Trustee shall retire from office within the year 
for which the Committees have been appointed, his successor in office shall 
be a member of the Committee to which the retiring trustee belonged, until 
the next annual appointment. 



OHAPTEE IV. 



CODE OF RULES FOR THE REGULATION OF THE COMMON 
SCHOOLS OF WAYNE COUNTY, INDIANA. 



Revised and approved by the County Board of Education, October it,, 1884. 



LICENSE AND CONTRACT. 

I. Every teacher before commencing school must sign a contract 
with the proper Trustee ; and must have a license the vahdity of which 
covers both the time of contracting and the time of commencing school, 
[^4501 — note I; page 81 in Holcombe's "School Law, 1883."] 

II. All assistant and substitute teachers must have valid licenses. 

III. Trustees and teachers should have a definite understanding be- 
fore signing contracts, in reference to vacations, janitor work, and assistants. 

IV. If a teacher's license shall expire by its own limitation within a 
term of employment, such teacher may complete such term of employment 
within the then current school year. §4501. The school year here referred 
to, begins on the first Monday of July, according to §4499. 



12 WAYNE COUNTY COMMON SCHOOLS. 



V. Teachers must make all required reports before final settlement 
with the Trustee ; and until such reports are filed in satisfactory form, the 
Trustee shall not pav more than seventy-five per centum of the wages of 
teachers. §4449. 

VI. All matters not definitely provided for in this Code shall be gov- 
erned by the form of contract adopted by the County Board of Education. 

DUTIES OF TEACHERS. 

VIL Teachers must be at their school rooms twenty minutes before 
the opening of school, to see that all is in proper condition ; and it is 
advised that they rem.ain on the premises durmg the noon recess. 

VIII. In case the teacher contemplates absenting himself from school, 
or is accidentally detained therefrom, he should at once inform the Trustee 
or Director. 

IX. In District Schools, the daily session should be commenced not 
later than 8:45 o'clock, and not closed before 4 P. M., with one hour inter- 
mission at noon. Town and village schools will conform to this rule as 
closely as circumstances will permit. 

X. Teachers shall classify their pupils according to their advance- 
ment, as indicated in the Course of Instruction. All ])romotions of pupils, 
or formation of new classes must be in harmony with the above named 
Course. Teachers must not form two classes of the same grade in the same 
study on account of different text-books. 

XI. A uniformity of text-books is essential and must be maintained, 
at least so far as to secure proper class uniformity, but in no case shall 
books be changed except in conformity to the regulations of the Board. 
The introduction of unauthorized text-books is forbidden. 

XII. Teachers shall, upon the close of the term or when they termi- 
nate their connection with the school, leave an intelligible statement of the 
classification and instruction for the benefit of the succeeding teacher. 

XIII. The exercises of the school shall be regulated by a written pro- 
gram, which should be placed where the pupils can see it. 

XIV. Teachers are required to hold at least two written examinations 
in each term, of all pupils above the Third Grade. 

XV. Teachers shall make report to the Superintendent upon such 
blanks as he may furnish, and at such times as he may request. 

XVI. No teacher shall receive into his school 'any pupil not entitled 
to the privilege of said school, unless such pupil shall have a written permit 
from the proper Trustee. 

XVII. The use of tobacco about the school premises, is forbidden. 

XVIII. I. Teachers should exercise a watchful care over the con- 
duct and habits of their pupils, during the times of relaxation and play ; 
and especially forbid disorder and rude conduct in the school house. 

2. Teachers are expected by their own conduct and habits, to set 
proper examples to the pupils under their charge. 



CODE OF RULES. '13 

XIX. School shall not be held on Saturday, Thanksgiving Day, 
Christmas, or New Year's Day. Fnmded, that permission ma) be given 
to close the term on Saturday. 

CONDUCT OF PUPILS. 

XX. Every pupil is required to attend regularly and punctually; to 
occupy the seat which may be designated by the teacher; to perform faith- 
fully every duty assigned ; to conform to all the rules of the school ; to obey 
all directions of the teachers ; to observe good order and proper deportment 
during school hours, and in going to and from school ; to be diligent in 
study, respectful toward teachers, kind and obliging to school-mates; to 
keep the person, attire, desk and books clean and neat ; to enter and leave 
the room in a-respectful and quiet manner; to quit the premises immedi- 
ately on being dismissed in the evening; to do right. 

XXI. Any pupil who shall, in or around the school premises, use or 
write any profane or unchaste language, or make or show any obscene picture 
or representation ; or cut, mark, or otherwise intentionally deface any school 
furniture or buildings, inside or out, or any property whatever belonging to 
the school, shall be liable to expulsion, suspension, or other punishment, as 
the nature of the case may demand. The teacher shall, at the close of the 
day's session, notify the parent and the Director of any such offence. 

XXII. Any pupil bearing arms about the school premises during 
school hours may be expelled. 

XXIII. Teachers, with the concurrence of their respective Trustees, 
may adopt such other rules as will secure neatness and good order, protect 
the health and morals of the pupils, and promote the welfare and success 
of the school. 

SUSPENSION. 

XXIV. The Director may exclude any refractory pupil for the 
offences named in Rules XXI and XXII, for violent or repeated misbe- 
havior, fgr opposition to authority, truancy, or habitual tardiness, (unless 
such tardiness is accounted for by parents or guardians,) or other incorrigi- 
ble conduct. 

XXV. The Director shall upon complaint by the teacher concerning 
the misconduct of any pupil, immediately investigate the charge, and 
speedily determine the matter. 

PRESERVATION OF PROPERTY. 

XXVI. All injuries of school property shall be made good, in money 
or by satisfactory repairs, by the persons causing the injuries. Teachers 
must report all information Avhich they can obtain upon any such damage, 
to the Director or Trustee as soon as practicable. 

XXVII. Teachers and pupils must use the utmost diligence to keep 
the school-room, and everything pertaining to the school premises, neat and 
in good condition. 

XXVIII. When any organization or persons may desire permission 
to meet in a public school house, before permission shall be granted, a 
pledge shall first be required from said organization, or from some respon- 



14 WAYNE COUNTY COMMON SCHOOI.S. 



sible person or persons, that the building, furniture, apparatus and all things 
belonging or appertaining to the school house, shall remain unharmed, and 
that the house shall be put in as clean condition as when said organization 
or persons entered. 

INFORMATION. 

XXIX. Each Township Trustee and each Secretary of Town Boards 
of School Tru-stees, shall notify the County Superintendent, at least one 
week before the beginning of each school, of the date of such beginning, 
together with the name and location of each teacher employed, and the 
proposed length of term. 

TOWNSHIP INSTITUTES. 

XXX. The County Board of Education, by resolution or through 
the proper committee, shall provide general regulations for the manage- 
ment of Township Institutes. 

XXXI. Township Institutes shall commence business at 9:30 o'clock 
A. M., and continue in session five hours exclusive of the noon recess. 

XXXII. The Secretary of each Institute shall make report to the 
proper Trustee and to the Superintendent, upon such blanks as shall be 
furnished him for that purpose. 

XXXIII. Each teacher is required by law to attend the full session 
of each Township Institute. Hence the teacher who is present less than 
the full session is not entitled to credit as complying with this obligation. 
Trustees will therefore deduct one-fourth of a day's wages for absence from 
forenoon or afternoon session, less than, one hour, and one-half of a day's 
wages for absence more than an hour. Refusal to perform reasonable 
tasks at Insdtutes shaU be treated as absence, and a day's wages deducted. 

superintendent's duties. 

XXXIV. Under the general superintendence required by statute, it 
shall be the duty of the County Superintendent, 

1. To see that the above rules, together with all regulations and in- 
structions of the Board, are observed, and report neglect thereof; 

2. To suggest such changes and improvements as may in his judg- 
ment, be for the good of the school ; 

3. To report to the proper Trustee his observations upon each school. 
He shall have the power to examine the schools visited by him, to see 

if proper and efficient work is being done. 

He shall at least once a year, examine sucli pupils as have completed 
the common-school studies, and issue a certificate of proficiency to the 
properly qualified, signed by himself, the teacher and Trustee. 

REGISTER. 

XXXV. At the time of making contract, or at least one week before 
the beginning of school, the Trustee shall deliver to the teacher the register 
of the school together with all records and reports concerning the classifica- 
tion and instruction of the preceding term. 



TEXT-BOOK REGULATIONS. i^ 



CHAPTER V. 



TEXT -BOOK REGULATIONS. 



The County Board of Education has adopted the following as the 

authorized standard text-books in their respective branches, for six years 

ensuing from the dates named with each branch : 

Reading: — McGuffey's Revised First, Second, Third, Fourth and Fifth 
Readers. September i, 1883. 

Arithmetic : — White's Primary, Intermediate, and Complete Arithmetics 
(of the "Three-Book Series.") May i, 1883. 

Geography : — New Eclectic Elementary, and New Eclectic Complete Geog- 
raphies. (Indiana Edition). September i, 1883. 

Grammar: — Mickleborough & Long's Language Exercises, Parts I and II; 
Harvey's Revised Elementary Grammar and Composition ; Harvey's 
Revised English Grammar. September i, 1884. 

History : — Quackenbos's New American. May i, 1884. 

Physiology : — The Eclectic Physiology. October 13, 1884, 

Spelling: — Swinton's Word-Book. May i, 1884. 

Writing: — Eclectic Copy Books. May i, 1884, 

At the adjourned meeting of the County Board, on the 13th day of 
October, 1884, the following regulations to govern the introduction and 
change of books were enacted : 

1. Wherever the adopted books are in uniform use, it is the duty of 
school officers and teachers to use all proper means to maintain such uni- 
formity, to prevent the introduction of unauthorized books, or the exclusion 
of any of the adopted books. 

2. Wherever uniformity does not exist in any class, changes must be 
made by introducing such of the adopted books as will secure uniformity 
and proper gradation. 

3. Whenever the books of a class cease to be uniform by reason of 
the introduction of books not previously in use in such class, the teacher 
shall report the fact to the Trustee and the second regulation shall be en- 
forced in such class. 

4. Wlienever an entire class has to purchase books, they should 
purchase books of the adopted series, as such books will not be thrown out 
in any changes that may be necessary to secure uniformity. 

5. Teachers should direct no changes of books without consulting 
their respective Trustees ; and it is hoped that Trustees will give this matter 
careful oversight. I'eachers are forbidden to introduce unauthorized text- 
books, and for \iolation of this rule they may be dismissed at the discretion 
of the Trustee. 

6. Whenever it shall be necessary in any school to use text-books 
upon any branch in advance of the common-school branches, and the 
County Board has not made any adoption for such branch, teachers must 
first obtain the advice of the proper authorities before directing the, pur- 
chase of any books in such branch. 



1 6 WAYNE COUNTY CO?iIMON SCHOOLS. 



7. The Superintendent and each member of this Board, in and for 
his township or town, are constituted a committee to see that these regula- 
tions are observed. 

8. All questions not provided for in these regulations are referred to 
the County Board, or its Standing Committee on Text-Books when the 
Board is not in session. 

The desire of the Board is to prevent tlie disadvantages resulting from 
a diversity of text-books in the hands of pupils who belong to the same 
grade ; and at the same time not to subject patrons to the expense arising 
from unnecessary changes. 

OPINIONS. 

1. Uniformity of Books. — Uniformity of text-books is a matter of no 
small moment to the purses of parents, and the progress of the pupils. 
They are the silent teachers directing the inquiries and prompting the m- 
vestigations of the scholars, and should impart uniform uistruction and in 
the happiest manner. A wise selection of these can not fail to be seen and 
felt in the prosperity of the schools. Trustees should not allow teachers to 
control or dictate in this matter. The competent instructor is not depend- 
ent on a particular text-book for ability to train his pupils, and can there- 
fore, use any good work in the several branches of the course. — Mills, 
Supt., 1856, 

2. Adopted books must be used. — When the Board has adopted a list 
of text-books they become the legal books of the schools, and as such they 
should receive the -support of all who are charged with the execution of the 
law, A Trustee has no right to introduce, nor a teacher to teach, any 
others. A refusal by a teacher to use the books adopted would be insubor- 
dination, and would show unfitness to teach, for one who will not obey the 
laws under which he is employed ought not to be a teacher of youth. He 
should be dismissed and his license revoked. It is not to be presumed that 
a district or township will refuse to obey the law. Should a school officer 
or a teacher so refuse, he may be compelled to obey by application to the 
court. — IVoollen, Aify-Ge/i. 

3. Pmeticable Conformity. — The Trustees of townships and towns must 
introduce such books as have been adopted, so far as it is practicable to do 
so. While having a due regard to the welfare of the children and to econ- 
omy, they must endeavor to secure permanency and uniformity, the results 
aimed at in the law. While the discretion allowed these officers may per- 
mit them temporarily to delay introducing a book adopted by the Board, it 
does not authorize them to change the books used in the schools, and intro- 
duce others not adopted by the Board. — Smart, Supt. 

COMMENTS. 

"Uniformity is essential, because more thorough work and more rapid 
progress can be accomplished where there are fewer classes. There are 
schools where much of the teacher's time is wasted upon a multiplicity of 
classes composed of pupils who should be in but one or two classes. Waste 
of time in the school room, Uke waste of time elsewhere, means waste of 
money. Teachers repeatedly complained of the unsatisfactory condition 



TEXT-BOOK REGULATIONS. 1 7 

of their schools, with several different kinds of books in the hands of pupils 
who belong to the same grade. These small classes demand as much 
thought and preparation on the part of the teacher, as would be necessary 
for as many classes ten times as large. The multiplying of classes in the 
same grade, consumes time to the detriment of the whole school. Hence, 
our pupils do not get- the full benefit of the money expended in their behalf 
in those schools where the want of proper text-books prevents proper class- 
ification. 

' ' The confusion of text-books arises from several sources : i . Children 
remove from one section to another, bringing with them strange books. 2. 
Teachers sometimes take liberties in the direction of a favorite book. 3. 
Parents often make mistakes in purchasing books. This is a most fruitful 
source of confusion in the rural schools. They either buy before the term 
opens, or without consulting the teacher; and sometimes are imposed upon 
by a dealer anxious to dispose of his old stock. 

"In no part of the work has there been so much felt the need of some 
advice and authority from the Board, as in the questions that arise in con- 
nection with the confusion of text-books." — J. C. M. — Report ^'1877. 

Although ''uniformity" is not expressly set forth in the statute, the 
intent is clearly to that end ; for, from the peculiarities of the need and use 
of text-books, uniformity is the only question concerning text-books needing 
authoritative control. "County uniformity " while not declared, is even 
more strongly implied by the creation of a county tribunal to determine 
changes, and by making conformity to such tribunal's action a duty. The 
time and manner of securing uniformity is wisely left to the discretion and 
enterprise of each county's Board. 

ADDRESS BY BOARD. 

On the I St of September, 1881, the County Board of Wayne County, 
adopted an Address, containing the following language : 

"The frequent, often unnecessary, sometimes whimsical, changes of 
text-books created a burden felt most heavily by those least able to bear it, 
and otherwise causing dissatisfaction. In many States legislative experi- 
ments have been made in hopes of correcting or restraining a practice 
which was bringing its share of discredit upon the public school system. 

"In 1873, ^'^^ legislature of Indiana enacted an important measure 
looking in that direction. The aims of that enactment seem to be (i) to 
establish a tribunal with authority to designate the books to be used, and 
(2) to prohibit changes within a certain period. Hence we have §4436. 
[See page 8.] 

"It was evidently the intention of the law-makers, that the force of 
the action of the County Board should be co-extensive with the County. 
* -'^ * Efforts to make effective the provisions of the law, have been 
confined to the townships, and in a few instances, books already on the 
adopted list have been exchanged out of the schools of towns. 

"The condition of the county (in 1881) is well shown in the matter of 
Readers in use. A certain series is used in Richmond and Dublin, another 
at Hagerstown, a third at Cambridge City, a fourth at Milton, while the rest 



WAYNE COUNTY COMMON SCHOOLS. 



of the county use a series different from all these, with here and there a 
class, room or school departing from the general custom. A similar state 
of affairs will be seen by comparing the several towns in the matter of 
Arithmetics and Geographies used. 

"The disadvantages of this state of affairs, may be classed as follows : 

" I. Pupils removing from one corporation to another, are compelled 
to purchase new books and often suffer delays in their advancement be- 
cause of such changes. 

"2. Pupils in country schools who desire to complete their schooling 
in the graded and higher schools of the towns, are subjected to expense and 
confusion by the required changes, and not unfrequently deterred thereby 
from attending the town schools. 

"3. The impossibility to maintain uniformity in any of the schools, 
is a serious result. If a township has adopted one series, and a town with- 
in that township uses a different series, the books belonging to one set of 
schools will find their way into the other, to the annoyance of the pupils, 
and become an increased expense to the parents. 

' '4. The inconvenience to the trade must not be overlooked. The towns 
are centers of business for the surrounding districts. A dealer in selecting 
his stock will select only such books as are used in his town, or must have 
small lots of the several series. In either case there is daily opportunity for 
the wrong book to be sold to town or country purchaser. This produces a 
loss to both dealer and purchaser. Some expressions of dissatisfaction with the 
workings of our schools have had their origin in circumstances of this kind." 

" Attention is called to this state of affairs, * * '■' with the view 
to preparing the way for wise and harmonious action." 



Since the date of that Address, a pleasing approach to county uni- 
formity has been made. Arithmetics are uniform throughout the entire 
county, the adopted books being in every school ; Readers, except one town ; 
Geographies, except two towns; Grammars, (1884) except in ten towns. 



Unifonuitx in Townships. — The success of the efforts in the schools of 
the townships, will be seen by examining the chapter on "Statistics." 



IJSrirORM KKTAII. 1»KI<'ES. 

The County Board has, in each instance, before adopting a book, 
secured guarantees of the prices at which that book will be retailed 
throughout the entire county and for the period of its adoption. Guaran- 
tees, signed by publishers and by local dealers, are on file in the office of 
the County Superintendent. The prices named in the advertisements in 
this Manual, are the prices thus agreed upon. 



SCHOOL OUTFIT. 19 



OHAPTEE YI. 



SCHOOL OUTFIT, 



App?-oi'ed b\ County Board of Education, September 22, 1879. 



APPARATUS. 

The Committee on Instruction, Apparatus, etc., reported the following 
articles as suitable for use in our District Schools : 
One Chart of Elementary Sounds. 
One Unabridged Dictionary. — (Webster's.) 
One Wall Map of Hemispheres. — (not outline.) 
One Wall Map of United States. — (50 x 42 in.) 
One Wall Map of Europe. — (50 x 42 in.) 
One Wall Map of Indiana. 

One Map of Wayne County. — (should be framed if small.) 
One set of Eclectic Writing Cards. 
Outfit of Letter Cards for beginners. 
Lunar Telluric Globe. — (one for several schools.) 
Baker's Graded-School Register. 

Hurst's "Compend of State Work, Penmanship and Drawing." (1884). 
Case or Closet for preserving these articles. 

CONVENIENCES. 

The Committee on Property reported the following articles as proper 
to place in school rooms for the comfort and convenience of pupils and 
teacher : 

Clock, bell, thermometer, wood-box, brooms, dust pan, dust brush, 
long-handled fire shovel, ash bucket, poker, match box, axe, water pail and 
tin cups, wash basin and towels, mirror, comb, brush and comb-case, 
clothes brush or wisp, foot-scrapers at door, trash boxes, ink tray, curtains, 
chairs, desk for teacher, shelves for dinner pails, hooks for hats, etc., rulers 
for blackboard work, erasers — not less than twelve, pointer and crayons. 

' ' The purpose of approving these lists is the establishment of a stand- 
ard for the guidance of Trustees in making purchases, at any future time 
when purchases may be necessary or advisable." 



The Blackboard. — In teaching all branches it is in constant requisi- 
tion. It should extend around the room, and be from four to six feet wide. 
.The bottom should be not more than two feet from the floor. The teach- 
er's board should extend to the ceiling, to give space for program, standing 
diagrams, etc. It is impossible to have too much blackboard surface. At 
the bottom of the board should be a trough three inches wide and one 
inch deep. 



20 WAYNE COUNTY COMMON SCHOOLS. 



OHAPTEE VII. 



TOWNSHIP LIBRARIES. 



The County Board of Education, on September 22, 1879, adopted 
the following as the contents of a notice to be placed in each school house, 
as required by Section 4530 of the School Law : 

The Township Library of this Township 

is deposited at 

The Library is in the charge of the Trustee of the Township, and is 
the property of the Township. The Trustee is empowered by law to pre- 
scribe regulations, to recover damages, to provide book-cases and record- 
book, and may appoint a Librarian if necessary. (Sections 4529, 4530, 
4531, 4532, 4533-) 

The Fi'ee Use of the Library is Invited. 
regulations. 

I. Every family in the Township shall be entitled to the use of two 
volumes at a time, whether any member of such family shall attend school 
or not. Every single person over eighteen years of age shall be entitled to 
one volume. 

II. No volume shall be retained longer than thirty days. 

III. A fine of five cents per week or fraction of a week, will be im- 
posed for the detention of a book longer than thirty days. 

IV. A fine will be imposed and collected by the Librarian for the 
loss of a book, for writing in or marking, defacing or otherwise injuring a 
book. 

V. No person shall be permitted to take a book from the Library so 
long as any fine assessed against him remains unpaid. 

VI. All books must be returned to the Library within ten days be- 
fore the first Monday in April, for annual examination, 

directions to teachers. 

Make yourself famihar with the contents of the Library. Acquire all 
the knowledge you possibly can about the books and their authors, so that 
you can speak intelligently of them to your pupils. Call the books to the 
assistance of your regular work by suggesting the reading of such as supple- 
ment your text-books. Endeavor, either by general exercises, essays, or 
otherwise, to cultivate careful, retentive reading, as opposed to mere perusal. 
Use individual efibrt without sparing yourself, in determining proper read- 
ing for special persons ; such labor compensates itself. Remember that if 
you succeed in giving any child a habit oi good reading, you have given him 
a key to all good. 



FORM OF teacher's CONTRACT. 



OHAPTEE VIII. 



FORM OF TEACHER'S CONTRACT. 



Adopted bv the County Board of Education, Septenibei' 22, 1879. 



[This Form has been examined and approved by the State Superin- 
tendent of Public Instruction, and by legal experts. With a few verbal 
changes, such as including the names of all the Trustees, designating the 
room, etc., this Form can be used by School Boards of Towns.] 



Article of Agreement, between the Trustee 

of School Township in Wayne County and State of Indiana, 

and a legally qualified Teacher in said County. The said 

hereby agrees to teach the Common School in School No 

in said Township, for a term of. months, each month consisting of 

twenty days of teaching and one day of attendance at Township Institute, 

for the sum of dollars per month ; such term to commence on 

the day of 18... 

The said Teacher herein agrees that he will faithfully instruct, and 
judiciously and impartially govern the children and youth who may attend 
such school. 

That he will keep a correct record of the daily attendance of the 
pupils. 

'WizXhe will stricdy conform to the rules and regulations adopted by the 
County Board of Education for the general government of schools in said 
county, as well as those established by the Trustee for the management and 
control of said school, in conformity with law. 

That he will attend the full session of each institute that may be ap- 
pointed for the teachers of said township, or for each day's absence there- 
from, forfeit a sum equal to one day's wages, unless such absence shall be 
occasioned by sickness. 

That he will exercise due diligence in the preservation of the school 
house and premises connected with it, the furniture belonging thereto, and 
also all books, registers, records, apparatus, maps, globes, and other school 
appliances provided for the use of said school, and deliver the same to the 
said Trustee or his successor in office at the close of said term of school, or 
when said teacher shall terminate his connection with said school, in as 
good condition as when received, natural wear and tear excepted. 

That, at the close of the term, or at any previous time should his 
connection with said school terminate, he shall make full and accurate 
reports to the said Trustee, upon such blanks as may be furnished him for 
such purpose, by said Trustee or by the County Superintendent, as required 
by law and by the rules of the County Board. 

In regard to janitor work it is further agreed 



22 WAYNE COUNTY COMMON SCHOOLS. 



The said Trustee as aforesaid, for himself and his successor in office, 
in the name and behaU' of the Township aforesaid, hereby agrees to keep 
the school house in which the said school is taught in good repair and to 
see that it is furnished with the necessary fuel, furniture, apparatus and 
other articles, such as Teacher's Daily Register of proper form for record- 
ing accurately the daily attendance and punctuality of the pupils, and for 
iiiaking such reports as are impUed in this contract ; and other educational 
appliances necessary for the thorough organization and efficient manage- 
ment of said school. 

And the said Trustee, for and in behalf of said Township, further 

agrees to pay the said. . .* for services as teacher of said school, 

the svmi of dollars, or such a portion thereof as shall be due 

the said teacher for services actually performed, to be paid upon the receipt 
of his report as teacher of said school, made, subscribed and sworn to, as 
the law prescribes. 

Provided : that until the reports required by this contract shall have 
been filed, said Trustee shall not pay more than 75 per cent, of the wages 
due said teacher for his services. 

Provided further : that in case the said should be dis- 
missed from said school by said Trustee, or his successor in office, for in- 
competency, cruelty, immoraHty, general neglect of the business of the 
school, or a violation of any of the stipulations of this contract, or in case 
his license should be annulled by the County Superintendent, he shall not 
be entitled to any compensation after such dismissal or annulment. Pro- 
vidi/ig, however, that notliing in this contract shall be construed as a waiver 
of claim to damages should such dismissal or annulment be reversed by 
higher authority. 

Pi Witness Whereof, we. [ 

have hereunto subscribed } Trustee. 

our names this 

day of 18 

.Teacher. 

Copyrighted, Mare J i 14, 1881. 



[Note: — By Rule VI, — see page 12 — the stipulations and require- 
ments set forth in the above Form of Contract, are made a part of the 
"Code of Rules for the Regulation of the Common Schools of Wayne 
County, Indiana."] 



Part IL— Course of Instruction. 



CHAPTER IX. 



GROWTH OF THE COURSE. 



The first attempt to provide a Course of Study for tlie Common 
Schools of Wayne County, was made in 1874. The then County Super- 
intendent. T. C. Smith, presented a plan for a Course at the meeting of 
the County Board, in May, 1874. In the fall of that year, he issued to 
teachers, a circular giving names of adopted text books, a Course incorpo- 
rating such books ; with suggestions to the teachers. But the absence of 
the adopted books in many schools, and the diversity of text-books in all 
the schools, and the want of information upon the application of such 
|)lan, made that Course practically a suggestion only. Superintendent 
Smith's plan divided the work into six grades — a division which has been 
retained as the most practicable. His circular called attention to the sub- 
ject and prepared the way for subsequent reforms. In the fall of 1876, 
his successor published the Course, for the first time in tabular form. 

That first Course was modified several times, and especially after the 
new adoptions of text-books in 1877 and '78. The latest modification is 
printed in the Manual of 1880. The chief benefit derived from that 
Course with its modifications, was its utility (i ) in introducing the adopted 
books and securing uniformity, first in class and school and eventually 
throughout all the townships; (2) in inducing pupils to undertake , the 
study of a proper number of branches; and (3) in indicating the times at 
which the several studies should be commenced, thus tendmg to secure 
proper relative advancement in all the branches pursued. It was the great 
guide in the undertaking commonly known as "Grading the District 
Schools." 

The Course of Instruction having been used to great advantage in 
changing the condition of the schools, it seemed that the tmie had come 
when the Course should be constructed so as to set forth permanent future 
work — in other words, to define and outline the character and scope of the 
instruction proper and necessary to be given in what at-e known as "com- 
mon " branches— thus presenting the true field of the District School. 

To prepare for such a revision, the Suj^erintendent sent out in July, 
1882, a series of thirty-five questions, asking teachers for their views, based 
upon their observation, as to the suitability of the several parts of the 
former Course, and for suggestions as to improvement. 



24 WAYNE COUNTY COMMON SCHOOLS. 

The subject of a revised Course was discussed by the Superintendent, 
at the Institure of 1882, (Cambridge City), At that institute an interesting 
movement was started. It was thought that the efficiency of the public 
schools of the county might be increased if the several town graded schools 
could be brought to work upon the same plan. A consultation of princi- 
pals of the graded schools was called one day during the session of that in- 
stitute. The idea of a uniform Course seemed to grow, and it was pro- 
posed to consider the feasibility of a Course for the entire county, covering 
the work in the eight common branches. 

A convention of the principals of all the graded schools, and repre- 
sentatives of the district schools (one representative for each township ap- 
pointed by the Trustee) was determined upon, and a committee appointed 
to request Trustees to name representatives, and to arrange for such con- 
vention. The committee communicated its request to the County Board 
on September i, 1882. 

The convention was held at Richmond on Saturday, December 23, 
1882. After consultation, committees were appointed — one upon each of 
the eight branches — to prepare oudines of a Course, each committee upon 
the branch assigned to it. The convention adjourned to meet Saturday. 
March 24, 1883. 

Convention re-assembled on that day and heard partial reports from 
the committees, and adjourned until May 19, 1883, at which time the 
committees were instructed to make full returns to the Institute of 1883, 
for consideration by that Institute. 

The committees reported the results of their labors to the Institute of 
1883 (Centreville). That Institute appointed a compiling committee, of 
which the Superintendent was chairman, with instructions to print the re- 
ports in convenient form and present a copy to each teacher. The teachers 
were requested to test the Course as devised by the committees, during the 
term following (1883-84), make note of their observations, and communi- 
cate them to the compiling committee. That committee was to make re- 
port to the Institute of 1884. It was also the desire of the Institute of 1883, 
that the proposed Course be discussed at the Joint Township Institutes. 

It was the intention originally to present the Course in two forms: one 
form called the " District Plan," arranged for schools in which all grades 
are taught by one teacher; the other form, to be called the "City 
Plan," arranged for schools in which eight teachers are employed 
upon the same scope of work. The compiling committee printed the 
"District Plan" only. The "City Plan" has not to this date been com- 
pleted, partly owing to the diversity of text-books that still prevails between 
the towns. Two copies of the " District Plan " were sent to each teacher : 
one to be placed on the wall of the school room, and the other to be carried 
by the teacher to institutes. 

The discussion of the proposed Course was not finished until at the 
Institute of 1884 (Richmond), when a day and a half were devoted to that 
business, and the requirements in each grade and branch finally decided 
upon. At the session on the morning of Saturday, August 23, 1884, after 
a full discussion with eighty teachers present, the County Institute unani- 
mously adopted the following resolution : 



ADOPTION OF THE COURSE. 25 

/ 

' ' Resolved, That it is the opinion of this Institute that the Revised 
Course of Instruction should be printed in the form of a placard to be 
placed upon the wall of each school room ; and, also, that good service 
would be rendered by having the Course and other matters published in 
the form of a pamphlet or Manual; and, therefore, the County Super- 
intendent is requested by this Institute to prepare such placard and 
Manual," 

A new edition of the Course was then printed, embodying the results 
of the year's observations and discussions. Before this edition was sent 
out, the proof was read by some thirty teachers. Altogether, this Course 
is the product of the thinking, testing, or criticism, of nearly one hundred 
of the teachers of Wayne County. 

At a regularly adjourned meeting of the County Board of Education, 
on October 13, 1884, the foll&wing action was taken: 

" Whereas, The teachers of this County have with great care, pre- 
pared a Course of Instruction for the Common Schools of this County ; 
and have tested the same by experience and observation in the schools 
during the past year ; and, 

" Whereas, The Course has been revised and approved by the recent 
session of the County Institute ; therefore, 

' ' Resolved, That this Board does hereby adopt said Course of Instruc- 
tion, and authorize its application in the schools of this County." 

" The resolution was unanimously adopted by the Board." 



OHAPTEE X. 



EXPLANATION OF THE FORMS IN WHICH THE 
COURSE IS PUBLISHED. 



In obedience to the resolution of the teachers in County Institute, the 
adopted Course is published in two forms. One form is the placard to 
post in school rooms, and the other form is made a part of this Manual. 

FIRST FORM — ON PLACARDS. 

The form on the placard is similar to the Conspectus on pages 28 and 
29. It is printed on card-board and accompanied by a list of adopted text- 
books and their prices; thus presenting on one sheet the information the 
pupil needs concerning his studies, classes, and text-books. 

This placard should be posted in such a position in the room that it 
can be easily consulted by even the small pupils. The object in posting 
the placard upon the wall of each school, is to put before pupils a compre- 
hensive statement of what constitutes a "common-school education" which 
our schools are prepared to give in a rational and systematic way. 

A large part of our people and many of the children do not know the 



26 WAYNE COUNTY COMMON SCHOOLS. 



extent of the privileges that the laws of the State and the public spirit of 
the citizens have already provided and placed within the reach of every 
child. Many pupils drift through school, measuring their work by time 
spent and not by things accomplished, and never reaUzing the heritage 
which is theirs as children of the commonwealth, and to possess which 
they have only to make proper application. 

Great care should be taken to preserve the placards in our school 
houses. In some schools, the placard has been framed. Such care in all 
our schools will be repaid in the longer service thus obtained. 

The placard presents the instruction to be given the children in our 
Common Schools in a manner so it can readily be seen and comprehended 
by pupil as well as teacher. By reading down the column assigned to any 
branch, can be seen the steps or stages into which the pursuit of that 
branch is divided. By reading across the columns in the line of spaces 
assigned to any Grade, can be seen the work of that Grade ; that is, the 
subjects which properly accompany each other, and should be finished be- 
fore the study of the next Grade is undertaken. 

The placards were sent to the Trustees, with the request to forward 
one copy to each school room. A supply of duplicates is deposited with 
the County Superintendent, to replace destroyed placards. It is hoped 
that the Trustee, or teacher, or both, will see that a copy is in each school 
room, and posted up in a place where it can be consulted by the pupils. 

SECOND FORM IN MANUAL. 

The second form in which the Course is published, is a part of this 
Manual and occupies the six chapters immediately following this. 

The placard contains the exact words adopted by the teachers. The 
Conspectus (so named because it presents a view of all parts, at once, in 
their relations to one-another), printed on pages 28 and 29, is a condensed 
imitation of the form presented on the placard. It is also a chart to the 
more elaborate statement of the instruction designed for schools and given 
on pages immediately following page 29. 

Each space of the Conspectus has a brief statement of the instruction 
in a branch for a particular Grade. The figures at the bottom of the 
space, refer to the place, in the fuller explanation of the Course, in the 
pages immediately following, where that particular part of the instruction 
is fully set forth and discussed. For example "C/z. XIII, §1;/. 35," 
directs the reader to Chapter XIII, and Section i of that chapter, printed 
on page 35, where will be found an outline of the instruction in Reading 
to be given for the Third Grade. 

The words printed on the placard are reproduced in Chapters XI to 
XVI, inclusive, in this Style of Type. 

By bearing this in mind, the reader can have before him not only the 
fuller presentation of the Course as this Manual is intended to give, but 
also the exact words passed upon by the teachers, and now displayed 
before the pupils in our school rooms. 

Teachers are urged to study the six succeeding chapters, and the sub- 
sequent articles on "Application of the Course," and "Grading," and 
the ' ' Address to Patrons." 



EXPLANATION OF INSTRUCTION FOR FIRST GRADE. 1'] 



OHAPTEE XI. 



EXPLANATION OF THE INSTRUCTION INTENDED FOR 
THE FIRST GRADE. 



The first division of the work which is before the child in our District 
Schools occupies the time from his first day in school until his completion 
of the First Reader, and embraces the work to be accomplished by him 
before he commences the Second Reader and its accompanying work. 

The child's attention is to be directed at once to learning to read. 
While he is in the First Grade, attention is to be given to other branches. 
The spelling of all the words in the reader is to be mastered. Script 
forms of all the small letters are to be learned and combined into words, 
so that the child may be able at the end of this Grade to read, spell, and 
write the words which occur in his reader. A beginning is also to be 
made in mathematics, here taught orally under the name of Numbers, 
and consisting of counting, reading, and writing figures, and simple 
operations where the results do not exceed lo. 

The formation of habits of correct use of language, is to receive 
attention in this and every subsequent Grade in all recitations. 

The instruction assigned in this Course to the First Grade, should 
not consume an amount of time equivalent to more than twelve months ot 
continuous attendance. 

Estimates of the time required to complete the work of the several 
Grades, are given in the following chapters. It must not be inferred there- 
from that mere lapse of time entides a pupil to advancement. For in- 
stance, it is not the intention of these statements to convey the impression 
that in nine months after a child has been given the Second Reader, he is 
ready for the Third Reader. 

These estimates are made on the assumption that the pupil is not only 
regular in attendance, but does each month's work in a satisfactory 
manner. 

Real achievements, and not simple presence at school, qualify for 
advancement. 

While pupils should not be promoted simply because they have re- 
mained a certain length of time in a Grade, yet on the other hand, they 
should not be kept back from advancement when prepared for the next 
Grade, because the alloted time has not been consumed in mastering the 
work of the preceding Grade. 

[continued ON PAGE THIRTY.] 



28 



WAYNE COUNTY COMMON SCHOOLS. 



COURSE OF INSTRUCTION FOR THE 



Approved by the County Teachers' Institute^ August, 1884. 



GRADES. 


READING. 


ORTHOGRAPHY. 


WRITING. 


GRAMMAR. 


1st 


Instruction prepar-* 
atory for the First 
Reader, and McGiif- 
fey's Eevised FIRST 
READER. 

See Chapter XI, Sec- 
tion 3 ; page 30. 


Spell all words in 
reading lesson, both 
by sound and by let- 
ter ; write names in 
reading lesson, and 
mark diacritically 
the long and short 
sounds of vowels in 
names written. 

Ch. XI, 12; p. 80. 


Practice on all the 
script forms of the 
small letters. Teach 
the capitals as they 
occur in the script 
exercises of the Fir.st 
Reader. Attention 
to position, etc., etc. 

Ch. XI, §3; p. 31. 


■ Attention to correct 
use of language, and 
exercises for the for- 
mation of right habits 
of speech. 

The instruction will 
follow pages 5 to 19 
in Part I, Language 
Exercises. 

Ch. XI, §4; p. 31. 


2d. 


McGuffev's Revised 
SECOND READER. 

Ch. XII, l\;p. 33. 


Spell new words in 
Reader by sound and 
by letter," and be able 
to write selected 
words and m ark 
them diacritically. 

Ch. XII, P; p. 33. 


Write in Eclectic 
Elementary Copy- 
Books; drilled in cor- 
rect position of body, 
movement, form and 
analysis of letters. 

Write two books. 

Ch. XII, P; p. 34. 


Drills and dictation 
exercises. 

In this Grade, the 
instruction will fol- 
low the work given 
to accompany the 
Second Reader, in 
M. & L.'s Language 
Exercises. 

Ch. XII, lA; p. 34. 


3d. 


McGuffev's Revised 
THIRD READER. 

Ch. XIII, l\\p. 35. 


Spell new words in 
Reader, and write 
assigned pai'ts of the 
reading lessons, etc. 

Substituting syno- 
nyms or deliuitioDS 
for new words, etc. 

Ch XIII, 12, p. 36. 


Use the Eclectic 
Elementary Copy- 
Books, and write, 
with pen and ink, 
three books. Les- 
sons in position, and 
in form and analysis. 
Drill in movement. 

Ch. XIII, g3; p. 36. 


The pupil will do 
the work given to 
accompany the Third 
Header, on pages .5 to 
39, inclusive, in Part 
11 of above named 
Language Exercises. 

Ch. XIII, li. p. 36. 


4th. 


McGuffey's Revised 
FOURTH READER. 

Ch. XIV, gl; p. 39. 


Pupil should use the 
Spelling-book, and 
should raastir Sec. 
I of SVVINTON'S 
WQRD-BOOK. 

Every pupil should 
have Webster's High- 
School Dictionary. 

Ch. XIV, 12; p. 39. 


Use Copy - Books 
Nos. 3 and 4, Eclectic 
Series. 

Revievr -lessons in 
position of body and 
form and analysis of 
letters often; also, in 
movement, slant and 
spacing. 

Ch. XIV, P; J9. 39. 


The pupil will do 
the work given to 
accompany Fourth 
Reader, on pages 41 
to 84, inclusive, in 
Part II of the above 
named Language Ex- 
ercises. 

Ch. XIV, H; p. 39. 


5th. 


McGuffev's Revised 
FIFTH R'EADER. 

Ch. XV, 'il; p.il. 


Section II of Swin- 
TON's WORD-BOOK 
together with such 
other exe'rcises and 
drills as are given in 
this Manual. 

Ch. XV, g2; p. 42. 


Use Eclectic Copy- 
Books Nos. 5 and 7. 
Review the Fourth 
Grade work, with 
additional stress on 
position and move- 
ment, and formation 
of capital letters. 

Ch. XV, §3; p. 42. 


In this Grade, the 
study of the text- 
book" on Grammar 
proper is to be com- 
menced. Use 
HARVEY'S 
ELEMENTARY 
GRAMMAR. 

Ch. XV, g4; p. 42. 


6th. 


Ch. XVI, §1; p. 44. 


Reviews and exer- 
cises as given in this 
Manual. 

In this and preced- 
ing Grades, after 
written examination, 
at least one lesson 
must be made of 
misspelled words. 

Ch. XVI, 12; p. 44. 


Ch. XVI, p; p. 45. 


Study of the above 
named" text - book 
continued and com- 
pleted. 

Ch. XVI, g4; p. 45. 



For Explanation of this Conspectus- 



CONSPECTUS OF COURSE. 



29 



WAYNE COUNTY COMMON SCHOOLS. 



Adopted by the County Board of Education, October 13, 1884. 



GEOGRAPHY. 


PHYSIOLOGY. 


ARITHMETIC. 


PUPIL'S OUTFIT. 




Personal attention 
to Cleanliness. In- 
culcate a just pride 
in personal appear- 
ance, and in neatness 
of surroundings. 

Ch. XI, ?5 ; p. 32. 


Addition and sub- 
traction to 10. Fol- 
low the work for the 
first year in White's 
Oral Lessons in Num- 
bers. 

Ch. XI, 'i?>; p. 32. 


Upon starting to school the 
chiJd should be supplied with 
McGutfey's Revised First 
Reader, a slate, slate-pencil, 
and sponge. Also, Hurst's 
Compend of Slate Work. A 
ruler, clean cloth and satchel 
will also be serviceable. 

Ch. AT, g7 ; _p. 32. 


Oral Instruction : 
Drills upon direc- 
tion, distance, and 
area. 

Ch. XII, ?5; p.U. 


Oral Instruction 
upon subjects which 
are given on placard 
and in this Manual. 

Ch. XII, ?6 ; p. 34. 


I. Parts of White's 
Oral Lessons desig- 
nated in this Man- 
ual. 

II. White's PRI- 
MARY ARITHME- 
TIC to page 72. 

Ch. XII, 11 ; p. 35. 


The child will need, for this 
Grade, McGuifey's Revised 
Second Reader, Eclectic Ele- 
mentary Copy-Books, lead- 
pencil, slate, and small arti- 
cles named above. White's 
Primary Arithmetic, and pen 
and ink, later. 

Ch. XII, §8 ; p. 35. 


Oral Instruction 
continued. 

Map of school room, 
etc.; land and water 
divisions, etc. * 

Ch. XIII §5 ; p. 37. 


Oral Instruction in 
Anatomy. The skel- 
eton outlined and 
diagramed. Bones, 
teeth, muscles. 

Ch. XIII, g6 ; p. 37. 


White's Primary 
Arithmetic finished, 
and INTEItMEDI- 
ATE ARITHMETIC 

to page 80. 

Ch. XIIL 11 ; p. 38. 


The pupil will need, in this 
division, McGufFev's Revised 
Third Reader, White's Inter- 
mediate Arithmetic after he 
has completed the Primary 
book, Copv-Books, pen and 
ink, slate, "etc. ; M. & L."s 
Language Exercises, Part II. 

Ch. XIII, §8 ; p. 38. 


.Study of te.'Ct-bnok 
comraenceu. Use EC- 
LECTIC ELEMEN- 
TARY Geography. 
Oral Instruction on 
Wayne County and 
Indiana, and map of 
State drawn. 

CK XIV, §5 ; p. 40. 


Oral Instruction 
continued. 

Digestive organs — 
position, anatouiy, 
and use of each. 

Absorption, Circu- 
lation, and Respira- 
tion discussed. 

Ch. XIV, g6 ; p. 40. 


INTERMEDIATE 
ARIl HMETIC con- 
tinued to Percentage. 

Ch. XIV, §7 ; p. 40. 


White's Intermediate Arith- 
metic, McGuffey's Revised 
Fourth Reader, Eclectic Ele- 
mentary Geography , M. & L.'s 
Language Exercises, Part II, 
Swinton's Word-Book, Eclec- 
tic Copy-Books Nos. 3 and 4, 
slate, etc., H.-S. Dictionary. 

Ch. XIV, g8 ; p. 40. 


Geography finished. 
Use as a text-book in 
this Grade, 

ECLECTIC 
COMPLETE GEOG- 
RAPHY. 

Ch. XV, '^0; p. 43. 




Intermediate Arith- 
metic finished and re- 
viewed, and White's 
COMPLETE 
ARITHMETIC 
commenced. 

Ch. XV, §6 ; p. 43. 


McGuffey's Revised F''ifth 
Reader, White's Complete 
Arithmetic, Harvey's Ele- 
mentary Grammar and Com- 
position, Eclectic Complete 
Geography, the Swinton's 
Speller, slate, Copy-Books Nos. 
5 and 7, etc., H.-S. Dictionary. 

Ch. XV, 11 ; p. 43. 


HISTOE? OF 
THE UNITED STATES, 
studied in this Grade, 

using QUACKENBOS'S 

NEW AMERICAN 
HISTORY. 

Ch. XVI, §5 ; p. 46. 


The study of text- 
book is to be com- 
menced after Geog- 
rapbv is finished. 
Use the ECLECTIC 
PHYSIOLOGY. 

Ch. XVI, g6 ; p. 46. 


The COMPLETE 

ARITHMETIC 

finished. 

. Ch. XVI, 11; p. 46. 


Til ere will be needed for the 
Sixth Grade, the Complete 
Aritijmetic and Elementary 
Grammar, Quackenbos's New 
American History, the New 
Eclectic Physiology, and the 
High-School Dictionary, slate, 
ink, and other conveniences. 

Ch. XVI, g8 ; p. 46. 



See "Second Form," in Chapter X, page 26. 



30 WAYNE COUNTY COMMON SCHOOLS. 

1, FIRST GRADK READIITO. 

Instruction prepai^atory for the First Reader, and McGuf- 
fey's Revised FIRST READER. 

The first step which the pupil should take in learning to read, is to 
learn the relation of the printed word to the known spoken word, and to the 
object or idea represented by the word. 

Words should be learned according to simplicity of elementary sounds 
and spelling. 

Only objects with which the child is familiar, and in which he is 
interested, should be considered at first. 

The spoken word should be thoroughly mastered as a whole. 

The printed word should be mastered as a whole, and should be 
readily recognized among other printed words and called at sight. 

Pictures employed in this work should have few objects, and be per- 
fect in what they claim to represent. 

As soon as a sufificient number of words has been learned, the pupil 
should learn the sentence, both spoken and printed, and its relation to his 
thought. 

Pupils should be led to : — 
Think the thought; 
Tell it correctly ; and 
To recognize it in printed form. 

This ends the first period in the work in learning to read. As a 
result, the pupil has learned a limited number of words as wholes, and a 
limited number of sentences as wholes, and is now ready to learn the 
parts of words. 

The pupils should learn the parts of the spoken words, and their 
representatives in the printed words. 

The forms of the letters should be learned. 

Pupils should have drill in giving elementary sounds. 

Pupils should learn the names and name-forms of the letters, and be 
able to construct words from them. (This applies to printed forms only.) 

Pupils should leafn the marks which indicate different sounds, and use 
them properly in writing known spoken words. 

Pupils should be taught to learn the pronunciation of new printed 
words for themselves. 

Pupils should learn new spoken words under direction of the teacher. 

In all writing, the pupils should use proper punctuation marks, and 
learn their names. 

2. ORTHOORAPHY. 

By the time the jntpil has finished the First Reader, he 
should he able to spell all ivords in readi^^£ lesson, both by 
sound and by letter ; to ivrite names in reading lesson, and to 
marh diacritically the long and short sounds of voivels in 
names written. 

In each recitation, pupils may select all the names; then write them 
as they are pronounced by the teacher, marking the vowel sounds. Let 



EXPLANATION OF INSTRUCTION FOR FIRST GRADE. 3 1 

the slates then be exchanged and the pupils criticise. Indicate the mis- 
spelled words thus: -{-, and re-write them coi] : : Jy. The teacher should, 
in the meantime, oversee the work and render as much assistance as pos- 
sible. The lesson may then be read ; after which, as many words should 
be spelled orally and phonically, as time will permit. 

3. WRITllVCi. 

Practice on the script forms of the STnall letters; first 
making separate letters, which should very soon he combined 
in small words. A letter is nearly as easily made in connec- 
tion with others as separately, and colored spacing in the 
joining of letters is learned incidentally and with little 
effort. Teach capitals as they occur in the script exercises of 
the First Reader. Attention to correct position of body, arms, 
feet, and slate; and how to hold the pencil. 

While the blackboard and writing-charts are indispensible in teaching 
penmanship, the young beginner needs his model no larger nor smaller than 
the letters he is expected to produce, and the copy should be placed imme- 
diately under his eye and as near his pencil as possible. To meet these 
conditions of successful teaching, the County Board of Education has 
adopted Hurst's Compend of Penmanship. 

It begins with the teaching of drawing and writing simultaneously up- 
on the basis of a uniform and proportionate division of space, an inch be- 
ing the unit of measurement, beginning with the simplest form, and pro- 
ceeding by easy and attractive stages to the completion of all the work 
required in our First Grade. Each First Grade pupjil should be supplied 
with that Compend and his instruction in writing should begin with its use, 
thus avoiding the confusion of ideas which will result from his attempts to 
imitate the writing of his teacher, or to apply to himself directions given to 
older pupils, as is often the case where there is not a systematic design fol- 
lowed in the training of beginners. The Compend, faithfully followed, pre- 
sents the needed systematic design. Teachers should study the directions 
"To the Teacher" given on the third page of cover of the Compend. 

Pertinent suggestions will be found in Parker's Talks on Teaching, 
Talk XI, page 75. 

Attention to correct use of language, and exercises for 
the formation of ri0it habits of speech. 

In this Grade, the instruction will follow the luork 
intended to accompany the First Header, as given on pages 5 
to 19, inclusive, in Fart I of Michleborough 8j- Long' s LAJSl'- 
GUAGE EXERCISES. 

Attention should be given to correct use of language in the very 
first recitation of the pupil. 

The exercises drawn from the book named need not be undertaken 
until the child has been several weeks in his First Reader. 



32 WAYNE COUNTY COMMON SCHOOLS. 

The teacher should study the directions in the "Teacher's Edition" 
of the above named book. Remember that the committing to memory 
by the child, of rules and definitions presented orally, is not the instruc- 
tion here intended. Language instruction in lower grades being compar- 
atively new, the following quotation from the preface of the book, shows 
the principles upon which the exercises are based : 

" I . That the child learns by example and practice : not rules or 
theory. 

"2. That the habits of utterance which a child begins to form at 
the very outset will cling to him through life. 

"He should, therefore, before bad habits of speech-are formed, be- 
gin with the facts that lead up to general grammatical laws; not, as 
advanced text-books require, with rules and definitions." 

5. l»HYSIOL,OGY. 

Personal attention to cleanliness. Call to mind the differ- 
ence the pujjil feels when its hands, face and dress are clean 
and when they are not. Inculcate a just pride in personal 
appearance, and in neatness of surroundings. 

This training calls for the necessary washing conveniences in each 
school room. 

See Physiology in the Second, Third, and Fourth Grades. 

The oral instruction in Physiology prescribed in this Course, is not of- 
fered as a substitute for the study of the text-book, nor is it, as in case of 
the oral instruction in Geography, a preparation for the book, — but, is a 
series of lessons intended to inform the child as to his physical nature and 
lead him into habits conducive to health. 

6. ARITHMETIC. 

Ex^ercises in Addition, ivith results not exceeding 10. 
Exercises in Subtraction, using 10 as the greatest mihuend. 
Write niunbers to 100. 
Heady Roman Xumerals as employed in Reader. 

[Note : — The teacher should follow in this grade the work laid down 
for the First Year in E. E. White's Oral Lessons in Ahinibers. 

That book is not merely a manual of suggestions, but gives the ma- 
terial to be used by the teacher. It has a series of exercises in detail, be- 
ginning at the first step and extending through the entire oral course.] 

7. PUPILi'S OUTFIT. 

Upon starting to school the child should be supplied with a copy of 
McGuffey's Revised First Reader, a slate, slate-pencil and sponge. Also, 
Hurst's Compend of Slate Work, Penmanship and Drawing. Slates with 
muffled or covered frames are most desirable. A ruler, clean cloth and 
satchel will also be serviceable. The reading-book will not be used during 
the first few weeks, but its purchase should not therefore be delayed. The 
slate, etc., will be needed from the first hour. 



SECOND GRADE. 



33 



OHAPTEE XII. 



SECOND GRADE. 



The pupil, having successfully accomplished the work put before him 
in the First Grade, is permitted to enter upon the work of the Second 
Grade. 

The Second Reader is taken upon entering this Grade, and is con- 
tinued through the entire time given to the Second Grade. Indeed, it 
constitutes the measure of this Grade. 

The pupil will be prepared by oral lessons (continued from the First 
Grade) for the profitable use of the Primary book in Arithmetic. These 
oral lessons will be continued several weeks before the book is taken. 
Instruction in Spelling, in Writing, in the correct use of Language, and in 
some of the elements of Geography and Physiology, will be given, as set 
forth in the following paragraphs : 

1. READING. 

McGuffei/s Revised SECOND BEADEB. 

The Second Reader work should be a continuation of that of the 
First, with thorough drill ui diacritical marks. 

Continued practice in working out the pronunciation of marked words. 

In the latter part of the Second Reader work, pupils should have some 
drill in learning the meaning of words from a simple vocabulary, and in 
using them in sentences. 

Pupils should learn the use of the period and interrogation point, and 
exclamation point, together with practice in using quotation marks, the 
comma, the hyphen, and the apostrophe. 

They should be able to gain some knowledge from reading matter 
within their comprehension. 

Pupils should have drill in the expression of thought and feeling, and 
in the use of vocal organs. 

Pupils should not be kept on this work longer than nine months, 

2. ORTHOGRAPHY. 

Spell new words in Beader hy sound and by letter, and 
be able to lurite selected words and mark thein dia critically. 

■ Let the new words and others be studied and recited as were the 
names in the First Grade. If the time in recitation be insufficient, let the 
lessons be carefully i)repared in writing, and selected words marked diacri- 
tically : but this work should be carefully examined and corrected in recita- 
tion. Let oral and phonic spelling continue as time will permit. 

On subsequent pages of this Manual will be found lists of words 
suitable for spelling exercises in this Grade. They should be thoroughly 
learned. 



34 WAYNE COUNTY COMMON SCHOOLS. 

3. WRITING. 

Pupils of this Grade are to lurite in Eclectic Elementary 
Copy-Books; must he thoroughly drilled in correct position of 
hody, in movement, in form and analysis of letters, and must 
ivrite two hoohs during this Grade. 

Remember that good handwriting comes mainly by practice. Con- 
stant attention must be given to all writing by the child, else his practical 
use of writing in other tasks may undo and destroy all the good of the 
regular writing lesson. 

The continued use of the pencil or the introduction of pen and ink in 
the above work, will depend upon the proficiency and age of the pupils. 

4. liAHrOlJAeE. 

Drills and dictation exercises. 

In this Grade, the instruction luill follow the worh given 
to accompany the Second Reader, on pages 21 to J^5, inclu- 
sive, in Fart I of LAJ^GUAGE EXERCISES named in First 
Grade. 

See suggestions under Language, in other Grades. 

5. GEOGRAPHY. 

Drills upon direction, distance, and area. 

This instruction is to be given orally, and is preliminary to the proper 
comprehension of the text-book. The beginning of this instruction is 
placed in the Second Grade, though some of this information may be 
acquired by the child while in the First Grade. See Note on the Geog- 
raphy in Third Grade. 

I. Directions, i, use; 2, names. Drill thoroughly until each pupil 
can point accurately and promptly to all points of the compass. 

II. Distance, i, inches; 2, feet; 3, rods; 4, miles; 5, fractional 
parts of a mile. 

III. Area, i, square inches; 2, square feet; 3, square rods; 4, 
square miles; 5, acres. 

Drill in distance by actual measurement of lines, boards, floor, etc., 
and by comparing things measured with things which the pupils have not 
measured, until they are good judges of distance and area. 

6. PHYSIOLiOGY. 

The following subjects should receive attention before the 
pupil has passed from the TJiird Grade, and may be com- 
menced in the First Grade: 

Position of pupil in seats. J'ariety of position required. 
Sitting in draft and by a heated stove. Amount of ivork to be 
required' of pupils. Times for study. Sports. Light. Air. 
Care of clothing. Care of person— hair, teeth, fingers, etc. 
Bathing. Tejnperance. Contagious diseases; and rules of 
health to be observed. 

See suggestions under Physiology, in other Grades, 



THIRD GRADE. 3^ 



7. ARITHMETIC. 

Oral instruction : Parts of White's ORAL LESSOJ^S as 
follows : 

1. Reviev,' the instruction of the First Grade, /. e., the "First-year 
Course" — pages 19 to 62 inclusive, 

2. If the class is not by that time sufficiently advanced in Reading, 
to use the Primary book understandingly, oral instruction should be con- 
tinued, to the close of Lesson V, page '&-^. 

As soon as the pupil is ahle to read intelligeiitly in White's 
PRIMARY ARITHMETIC he is to he given that hooh, and 
in this Grade, should, advance to page 72. 

Roman JSumerals as employed in Reader. 

The teacher should make himself familiar with the methods for the 
Primary book, as given in White's Manual of Arithmetic, pages 9 to 51. 

8. PUPIL,'S OUTFIT. 

The child will need, for the work of this Grade, McGuffey's Revised 
Second Reader, Eclectic Elementary Copy-Books, lead-pencil, slate and 
small articles named in First Grade. White's Primary Arithmetic, and pen 
and ink,, later. 



[Note : — The time required for the proper completion of the work of 
the Second Grade, is estimated to be equivalent to not less than nine 
months of continuous attendance.] 



OHAPTEE XIII. 



THIRD GRADE. 



The Third Grade comprises the work to be done while the pupil is in 
the Third Reader. It is estimated that this Grade will occupy at least 
nine months of regular attendance. 

1. READISTG. 

McGuffey's Revised THIRD READER. 
Instruction in this Reader should be devoted — 

To the intelligent expression of thought and feeUng; 

To thorough voice drill. 

To a more exhaustive study of punctuation marks ; 

To reproduction in pupils' own language of matter read ; 

To continued practice of preliminary drill in the use of a vocabulary. 

This Grade affords about the best facilities for teaching spelling. 



36 WAYNE COUNTY COMMON SCHOOLS. 

3. ORTHOGRAPHY, 

Spell all new uwrcls in Reader, and write assigned parts of 
reading lessons. Teach and have reproduced, simple defi- 
nitions and synonyms juithin the limits of tlie pupils vocabu- 
lary. Write part of the reading lesson, suhstifutiiig synonyms 
or definitions for new words. Write sentences apphjing famil- 
iar ivords. Continue diacritical marking. 

Spell designated Avords both orally and phonically. Exchange slates 
and criticise the written work carefully with respect to spelling and punct- 
uation. This should be done in each recitation in Reading. Oral exer- 
cises in making sentences using assigned words will be valuable in developing 
readiness in the use of language. A separate recitation may be heard for 
which pupils have prepared "sentences applying familiar words." 

Lists of words suitable for spelling exercises in this Grade, will be 
found on subsequent pages. 

3. WRITING. 

Use tlie Eclectic Elementary Copy-Boolcs, and. write, luith 
pen and ink, three hooks. Lessons in position, and. in form 
and analysis. Drill in movement. 

' ' Every school should have a set of Writing-cards, and from these, 
so far as the, form of letters is concerned, the lesson should be given." 

"Blackboards are as necessary in teachmg Penmanship as in Arithmetic, 
and, as a rule, those who use the chalk most freely succeed in teaching the 
best." 

"The use of engraved copy-books is indispensable in school, but they 
must not be relied on exclusively. Let copy-books alternate with blank- 
books in which to write maxims, choice selections, etc. These blank-books, 
children may use with greater freedom of hand and of the will that guides it." 

'■'■Movement is the foundation of good writing, and it should be the 
aim to teach it thoroughly, for, when it is mastered, one may readily adopt 
any style that he pleases ; but if movement is neglected, any style or sys- 
tem will be imperfect and incomplete." 

"Besides the copy-book, each pupil ought to be provided with an 
exercise-book, in which he should practice five or ten minutes before writ- 
ing the regular lesson," 

"When the pupils can trace the exercises easily, holding the pen 
properly, they may try them with ink, but not till then ; for the first step is 
to teach correct position and pen holding ; and no pupil should be allowed 
to make a mark with the pen or pencil unless sitting in the proper position 
and holding the pen correctly." 

The teacher will be greatly aided in his efforts to teach Writing, by a 
careful study of the Eclectic Hand-Book of Penmanship. 

4. liANGlJAGE. 

The pupil ivill do the ivork given to accompany the Tliird 
Reader, on pages 5 to 39, inchvsive, in Fart II of above 
named LJJYG UA GE EXER CISES. 

See suggestions under Language, in other Grades. 



THIRD (IRAbE. 37 



5. GEOGKAPHY. 

Study and mapping of school-room. Same of school 
(^rounds. Same of school district. Develop direction' and dis- 
tance in a map. 

Divisions of land and icater. 

Shape aihd movements of l%arth. 

Use globe and pictorial chart. 

Lessons on, plants and animals. 

The following is a continuation of the outline given in the Second 
Grade and is so numbered. 

IV. School room, i, Shape, a, Tell the shape orally, b, Show 
the shape by drawings on slates and blackboard. 2, Position and location. 
a, Tell orally the position and location of seats, desk, stove, etc., in 
schoolroom, b, Locate them in drawings. 

V. Same steps with school house and grounds. 

VI. Same steps with school district. 

VII. Map. a, Definition, b, Draw maps of school room, school 
house and grounds, district or neighborhood. 

VIII. Develop the necessity of a "scale of distance" in a map; 
and redraw the above mentioned maps to illustrate a common scale. 

IX. Divisions of land and water; (a) defined, (/;) examples, (c) 
maps drawn to illustrate. 

I, Continents. 2, Coasts. 3, Oceans.. 4, Islands. 5, Coast Lands 
— peninsulas, isthmuses, capes, promontories. 6, Coast waters — seas, gulfs, 
bays, straits. 7, Surface of the land — valleys, plains, hills, mountains, 
tablelands, marshes, deserts, water-sheds — define, illustrate, how repre- 
sented on maps, uses. 8, Water upon the land — springs, rivers, (how 
formed, right and left banks, source, mouth, basin, bed, falls, uses,) river 
systems, (formation, head, foot, shore, uses). 

X. The earth — shape, movements, lines and circles, zones. Use 
the globe. 

Lessons on Plants and Animals may be drawn from any elementary 
books on Botany and Zoology. The design of such lessons should be to 
awaken interest among the pupils and train them to habits of observation. 

[Note :- — It is not expected that the teacher shall give oral instruction 
on these topics daily through the entire periods occupied by the Second and 
Third Grades. But the instruction above outlined must be given before 
the pupil finishes the Third Grade, so that he may begin the study of the 
Elementary book upon entering the Fourth Grade.] 

6. PHYSIOLOGY. 

Oral instruction in Anatomy. 

Bones— their com^position, forms, growth, and, uses. 

The skeleton, outlined and diagramed. 

Teeth — their names, uses, care. 

Muscles— their anatomy, uses, groiuth, effects of exercise, 
light and air. 

Outlines in detail for these topics, can be found in the adopted Physi- 
ology, "The Eclectic." Bones, page 24; Teeth, page 46; Muscles, page 32. 



38 Wayne county common schools. 



7. ARITHMETIC. 

White's Primary Aritlnnetic finisher!, aird JJlnte's I.N'- 
TERMEDIATE ARITHMETIC to page 80. 

The teacher is urged to study the directions for using the Intermediate 
Arithmetic, given in White's Manual of Arithmetic beginning on page 
53, the article on " Methods of Teaching Arithmetic," page 9, and the 
models for analysis in Part II of that book. 

8. PUPIIi'S OUTFIT. 

The pupil will need, in this division of the Course, McGuffey's Revised 
Third Reader, White's Intermediate Arithmetic after he has completed the 
Primary book furnished him while in the Second Grade ; Copy-Books, pen 
and ink, slate, etc., as named for preceding Grades; Mickleborough &: 
Long's Language Exercises, Part II. 



[Note : — The close of the Third Grade is also the close of the Fourth 
Year in schools graded upon the " City or Eight-year plan." That is, the 
Third Reader is to be finished and page 80 in the Intermediate Arithme- 
tic attained at the close of the Fourth year. The pupil will begin the 
Fourth Reader and the Elementary Geography with the Fifth year.] 



OHAPTEK XIV. 



FOURTH GRADE. 



The fourth division of the pupil's progress is entered when he is ready 
for the Fourth Reader. At this point, the child has reached a stage of ad- 
vancement and has attained to a degree of development which will admit 
of some change in the character of his work. Henceforward he is to de- 
pend less upon the talks of his teacher, and more upon the study of his 
books. Hq has, in this Grade, a text-book on Geography, and a spelling- 
book for recitations separate and distinct from the spelling with reading 
lessons. While in this Grade, he is expected to have daily recitation in 
Orthography; to practice daily in writing with ink; to exercise daily in 
reading ; and to receive systematic instruction in Language. For this last, 
he should have the book of Language Exercises named in this' Course. 



FOURTH GRADE. 39 



1. READING. 

McGiiffeij's Revised FOURTH READER. 
In this Grade increased attention should be given, with thorough 
drills, to— 

The intelligent expression of the thought in what is read ; 

Reproducing in the pupils' own language the matter read ; 

Changing poetry into prose ; 

The use of the Dictionary ; 

The intelligent use of the vocal organs, 

2. ORTHOGRAPHY. 

lib tilts CTvade, the pupil should, use the SpeUing-hooh, 
and should master Sectioii I of SWLYTO.Y'S WORD-BOOK 
OF ENGLISH SRELLIXG. 

Every pupil should Jiave u copy of Webster's High-School 
Dictionary, and every school should, liave Webster's Una- 
bridged. 

The use of these books in deteriuiuiu^ the orthography, 
etymology, prouuuciatiou, and meaning of words, should be 
carefully explciiiied. 

Follow the plan of the book, as set forth in the directions at the head 
of each exercise. 

:{. WRITIIVG. 

Use Copy- Books JS'os. 3 and Jf, Eclectic series. 

During this Grade review -lessons in position of body and 
forni and analysis of letters must be given frequently ; also, 
lessons in movement, slant and spacing shall be given. All 
lessons prepared in ivriting must be carefully examined and 
criticised with reference to penmanship. 

The teacher must remember that clear reading, proper speaking, cor- 
rect spelling, and legible writing, must be observed at all times and in all 
school work. They are not so much " branches," as ever present obliga- 
tions. A failure in this direction is a failure in one of the chief purposes 
of the school. 

4. t,AWGlJAfclE. 

The pu])il irill do the work given to accomjjany the 
Fourth Reader, on pages Jfl to 8Jf, inclusive, in Part II of 
above named LAKGUAGE EXERCISES. 

The pupil should own and use a copy of the Language Exercises. If 
the book can be procured while the pupil is in the Third Grade, good will 
follow. But in all cases the book should be put in the hands of the pupils 
when they enter the Fourth Grade. 

[Note; — That the spirit and purpose of the instruction here indicated 
may be fully understood, the teacher is urged to study the " Introduction," 
page 7, and " Course of Study in Language," page 13, in the Teacher's 
Edition of the above named Language Exercises.] 



40 WAYNE COUNTY COMMON SCHOOLS. 

5. GEOGRAPHY. 

Stiichi of fe.vt-hook coiiimeibced in this Grade. Use EC- 
LECTIC ELEMEJ^'TARY OEOGB.APHT. Oral instruction 
to he given on tlie geography of Wayne Comity and the State 
of Indiana, a,nd the map of the State to he dra/ea. 

The topics and the facts for the instruction on the geography of the 
County, will be found in a subsequent chapter. The topics for the State 
are such as are discussed in the Indiana department of the "Complete." 
In the map drawn in this Grade, the following order should be observed : 
I, represent the boundaries. 2, the rivers. 3, the cities and towns. 4, 
the railroads. 5, the lettering. Only the important rivers and towns 
should be indicated, Hodgin's diagrams will be found useful. 

6. PHYSIOLOGY. 

Oi'al instruetlon continued. 

Digestive organs — position, anatomy, and use of each. 
Outline formed as the instruction proceeds. 

Ahsorption, Circulation, and Respiration, discussed. 

Topical Outlines for the above will be found in the New Eclectic 
Physiology. Digestive organs, page 64 ; Absorption, page 1 83 ; Circula- 
tion, page 78; Respiration, page 93. 

Information for these oral lessons may be obtained from the '■ Notes" 
in Hutchison's Physiology. Assistance can also be obtained from notes 
in Tracy's and Steele's Physiologies. 

It may be impossible tor the teacher to give oral lessons upon Physiol- 
ogy to each of the Grades. Such oral lessons can be given as general ex- 
ercises to all pupils who have not yet entered upon the study of Physi- 
ology from the text book. 

7. ARITHMETIC. 

The IXTEliMEDIATE .ARITHMETIC continued to Per- 
centage. 

For proper methods for this Grade, the teacher should consult White's 
Manual of AritJuueiic, pages 53 to 68, in Part I, and pages 6 to 10, in 
Part II. 

8. PEPIE-S OrTFIT. 

The pupil will need for this Grade, in addition to his Intermediate 
Arithmetic already furnished, McCxuffey's Revised Fourth Reader, Eclectic 
Elementary Geography, Mickleborough & Long's Language Exercises, 
Part II, Swinton's Word-Book of SpeUing, Eclectic Copy-Books Nos. 3 
and 4; slate and pencils, pen and ink, as usual, and a copy of Webster's 
High-School Dictionary. 



[Note : — It is estimated that the P^ourth Grade will occupy fifteen 
months of regular attendance.! 



FIFTH GRADE. *• 41 



OHAPTEE XV. 



FIFTH GRADE. 

The pupil is fairly started in his student career when he leaves the 
Fourth Grade. What he has been learning heretofore was not so much 
real knowledge as knowledge of the means of acquiring real knowledge. 
He will now begin to learn that which will be of practical use in his 
adult life. The next three years of his life will be the period of most 
development and effect on his mind and character. Entering the Fifth 
Grade, he takes McGuffey's Fifth Reader, which is the last of the series 
of readers to be used in the common schools; the second book in Geog- 
raphy; begins the text-book study of Grammar, and in a short time 
takes the highest book in Arithmetic. 

1. READING. 

McGuffey's Bevised FIFTH RFJiDEB. 

A. The instruction in this Grade should — ' 
Inculcate the love of reading ; 

Excite interest in good reading ; 

Cultivate the powers of discrimination and the spirit of intelligent 

criticism ; 
Interest pupils in authors by giving outlines of their literary lives 

and works. 

B. The following outline is recommended to be used in advanced 
classes in the Fifth Reader. 

s 

I. Thought. 

1. Typographical, 

a. Spelling, b. Punctuation. 

2. Definitional, 

a. Etymological. Ik Received, c. Synonyms. 

3. Grammatical, 

a. Etymology, b. Syntax. 

4. Logical, 

a. Connection of sentences, b. Connection of stanzas, 
i. Purpose of selection, d. Movement of thought 

and feeling. 

5. Rhetorical, 

a. Figures of speech, b. Form of discourse, 
t. Analysis of verse, d. Pharaphrasing. 

6. Informational, 

a. Concerning objects mentioned or alluded to by the 

author ; 

b. Concerning the writer, his character, circumstances 

under which he wrote, and his contemporaries. 



42 ' WAYNE COUNTY COMMON SCHOOLS. 

7. Orthoepic, 

a. Articulation, b. Pronunciation, c. Accent, 

d. Syllabication. 
II. Expression, 

1. Elocutionary, 

a. Tone, b. Speed, c. Pitch, d. Force, 

e. Emphasis, /. Inflection. 

2. Gestures. 

3. Facial expression. 

4. Position. 

2. OKTHOGKAPHY. 

Section II (heiinnin§ at pa£e 65) of SWIJ\'TOJV'S WO ED- 
BO OK, thoroioghly studied, together luith such other exercises 
and drills as are given in (this) Manual of 1885. 

Cultivate in jnipils the haMt of constant reference to the 
Dictionary as a most valuable auxiliary in every branch of 
study. 

Train pupils to the habit of carefully inspecting the spell- 
ing of every word they lurite. 

Follow the directions at the head of each exercise in the above 
named spelling-book. For additional exercises and drills: i. Construct 
sentences, using new and difficult ■words, and homophonous words. 2. 
Spell words in Arithmetic, Geography, and Grammar lessons. 3. After 
every written examination, make a lesson of the words misspelled on 
examination papers. 

3. WRITING. 

Use Eclectic Copy-^Books Jios. 5 and 7. Review the Fourth 
Grade ivorh, luitlv additional stress on position and move- 
Tuent, and the formation of capital letters. 

Only four books of the series are designated as positively required. 
These contain all the letters, and are enough to present the forms. See 
the remarks under Writing in preceding Grades. 

4. CRAMMAR. 

In this Grade, the study of the text-booh on Grammar 
proper is to be commenced. The parts of speech thoroughly 
studied, together with their classifications and modifications. 
First, the facts practically learned and applied by drill exer- 
cises; then the deftjiitions, principles, and rules. This should 
be combined, with parsing, and analysis of simple sentences. 
Use HARVEY'S ELEMENTARY GRAMMAR. 

[Note: — Harvey's Elementary Grammar was adopted in 1884. 
Swinton's "New Language Lessons — an Elementary Grammar " will be 
found in many schools. That book is of equal rank with Harvey's Ele- 
mentary, and should be used in the same places in the Grades.] 



SIXTH GRADE. 43 



5. GEOGRAPHY. 



Geo<!>rajjhij ftivishecl. Use as a text-hooJc in this Grade, 
ECLECTIC COMPLETE GEOGRAPHY. 

Special attention is to be given to the " Surveys of Public Lands" — 
page 26 of the above named text-book; Commercial Geography — pages 
56 to 60; Map Drawing — page loi. The following maps, in addition to 
those given on page loi, may be drawn: Indiana; Wayne County; the 
Township; the Central States, page 40; the Holy Land, page 90; Aus- 
tralia, page 97. 

6. ARITHMETIC. 

Intermediate Aritlnnetic finished and reviewed, aitd 
White's COMPLETE ARITHMETIC Coimnenced. 

Pupils while in this Grade should endeavor to attain to page 135 by 
the time of the completion of the Geography. 

The careful study of appropriate parts of White's Manual of Arithme- 
tic, is recommended, for methods for this and the succeeding Grade. 

7. PUPIE'S OUTFIT. 

The pupil will need in this Grade, McGuffey's Revised Fifth Reader, 
White's Complete Arithmetic, Harvey's Elementary Grammar and Com- 
position, Eclectic Complete Geography, the Swinton's Speller procured in 
the Fourth Grade, slate, Copy-Books Nos. 5 and 7, and other writing 
material, and Webster's High-School Dictionary. 



[Note : — It is estimated that this Grade will occupy from twelve to 
fifteen months of regular attendance, depending somewhat upon length of 
terms.] 



CHAPTEE XVI. 



SIXTH GRADE. 



The pupil who has thoroughly mastered the studies to the close of 
the Fifth Grade, has acquired a fair elementary education, and more than 
was afforded in the common schools of a generation ago. Except in 
Arithmetic, it is equal to what is included in the common-school course in 
many states. But Indiana is more generous toward the children who 
must depend upon their home schools for whatever learning they obtain. 
In addition to the six branches mentioned in the Fifth Grade, two others 
are required by law to be taught in the Common • Schools. These two 
additional branches are History of the United States and Physiology. 
By remaining a few terms after completing the Fifth Grade, a pupil can 



44 WAYNE COUNTY COMMON SCHOOLS. 



obtain such a knowledge of Arithmetic as will prepare him for the re- 
quirements of the farm, the work-shop, and the counting-room. He will 
have acquired the power to read understandingly much of the best litera- 
ture of the language ; the skill to write neatly and legibly, with ease and 
rapidity; and the ability to express his thoughts and wishes in clear gram- 
matical sentences. He will have learned something of his own and other 
countries ; of the institutions to which as a citizen he is heir ; and to take 
care of his body. 

The placing of these eight branches in the Common Schools is no 
accident. They make a complete circle of elementary education, and 
form the foundation for both future study and practical life. 

During at least a part of the time given to the Sixth Grade, the pupil 
will pursue Reading, Orthography and Writing. The books for these 
branches are the same as named for the First Grade. It may be neces- 
sary, for the economy of time, that such studies be pursued with the Fifth 
Grade classes. 

1. KKADIXG. 

The Fifth Reader is used, with such supplementary reading as may 
be at command. A few selections should be carefully studied according 
to the directions in the ' ' outline recommended to be used in advanced 
classes," given under the head of Reading in Chapter XV. Whether 
exercises in Reading shall continue daily through the time of the Sixth 
Grade, is left for the teacher to determine. This will depend much upon 
the former training and the present need of each pupil. 

2. ORTHOGRAPHY. 

Revieius and exercises as given in Manual. 

In this and preceding Grades, after every ivritten exam- 
ination, at least one spelling lesson must he made of ivords 
misspelled on examination papers. 

It should first be determined whether the pupil in the Sixth Grade 
should pursue this branch with the Fifth Grade. If not, then exercises of 
the following nature should be given. As the pupil will occupy several 
terms with the studies of the Sixth Grade, exercises for two terms are 
here given : 

I. Spell words in Grammar, History, Physiology, etc. Learn and 
apply rules for Spelling. Write simple descriptions and narrations. Les- 
sons upon all misspelled words in pupils' papers. 

II. Occasional exercises as above, write essays, and criticise. 

In these exercises the teacher should refuse from pupils any written 
papers that contain any misspelled words. Word Analysis. Use of Dic- 
tionary fully taught. 

Pupil should have Webster's High-School Dictionary. 



SIXTH GRADE; 45 



3. WRITIIVO. 



Whether the pupil takes regular instruction in writing, depends upon 
the proficiency attained in former Grades, and upon the pupil's present 
needs. If he should need regular instruction let him take it with the 
other Grades. No pupil should IcaNC school without a handwriting up to 
the requirements of good business practice. Legibility, rapidity and ease 
are the important features- of a good business handwriting. 

It must be remembered that the pupil has now reached an age when 
his handwriting is likely to become fixed in its individual peculiarities, 
and is liable to be cramped and irregular, from habits of "scribbhng" or 
writing without care. AH lessons prepared in writing should be carefully 
criticised with reference to penmanship. The pupil should be held to 
make every letter legible. The ability to produce " a good, honest, plain, 
neat, firm, clear, legible, strong, and regular hand," is not only a neces- 
sary skill, but a most creditable accomplishment. 

4. GRAMMAR. 

The study of the hook named in the Fifth, Grade, eontin- 
n,ed and completed. 

The pupil entering the Sixth Grade is expected to complete the Ele- 
mentary book. At its completion, he should be able to pass a thorough 
examination upon all the subjects in that book. This amount of text- 
book work in Grammar, may appear meagre, but it must be borne in 
mind that the achievements in Grammar are the least satisfactory of all 
the common branches in District Schools. Most pupils obtain a fair 
knowledge of the other branches before they do of Grammar, and few 
have gone successfully through the book before the time comes for them 
to quit school. The teachers in adopting the present amouiU of require- 
ment avowed the policy of "undertaking less and completing more." 
The Elementary book, following the Language course in the Fourth and 
preceding Grades, and properly mastered, is considered sufficient for the 
practical every-day needs in grammatical knowledge. It is not sufficient 
for any one who is preparing to teach or to pursue a higher course. There 
may be such pupils in a few schools, and there are schools where the em- 
ployment of more than one teacher affords opportunity for advanced classes. 
For such cases the following note is placed in the placard-form of the 
Course : 

' 'In schools where there are pitpils of proper age and advancement to require 
a higher book, HARVEY S REVISED ENGLISH GRAMMAR can 
he used, it being adopted in this county for such pipils^ 

[Note: — Swinton's "New Language Lessons" though not the adopt- 
ed book is still in some schools. It must not be confounded with the Lan- 
guage Exercises of the Fourth and preceding Grades, but, if used, it should 
be used in the same places in the Grades to which Harvey's Elementary is 
assigned. The remarks above apply to the use of Swinton's book as well 
as to Harvey's Elementary,] 



WAYNE COtlNTY COMMON SCHOOLS. 



5. HISTORY. 

History of the United States is stiidiecl in this Grade, ihsing 
QUACK EJ^B OS'S ^EW AMEBICl.X HISTOBY as the text 
hook. 

Geography being finished in the Fifth Grade, History and Physiology 
follow in the Sixth Grade. It is thought that these branches can be com- 
pleted in succession in the same length of time as is required to master the 
Arithmetic assigned to the Sixth Grade. If the pupils in this Grade have 
daily recitations in Reading;, Grammar, and Arithmetic, with exercises in 
Orthography and Writing, they will not have time for more than one other 
heavy study. Whether that other study shall be History first followed by 
Physiology, or Physiology first, then History; or whether both branches 
can be pursued dmnng the same term, by each being recited on alternate 
days — are questions that must be determined by the advancement, ability 
and time of the class. 

6. PHYSIOI-OGT. 

The study of text-booh is to he eoiivmenced after Geogra,jjhy 
is finished. Use the ECLECTIC PHYSIOL G Y. 

The time of commencing Physiology is discussed in the paragraph 
under History, above. 

7. AKITHMETie. 

The COMPLETE ABITHMETIC finished. 

It is hoped that the pupil will reach page 134 by the close of the 
Fifth Grade. Beginning with page 135, there will be time to master and 
review the rest of the book, in this Grade. 

S. PUPIIi'S OUTFIT. 

There will be needed for the Sixth Grade, the Complete Arithmetic 
and Elementary Grammar procured for the preceding Grade; Quacken- 
bos's New American History, and the New Eclectic Physiology. The 
High-School Dictionary continued in use. Slate, ink, and other con- 
veniences. 

If, during a part of the time given to this Grade, the pupil pursue 
Reading, Orthography, and Writing, the books for those branches are to 
be the same as named for the Fifth Grade. 



COMPLETION OF THE COURSE. DIPLOMA. 47 



OHAPTEH XVII. 



COMPLETION OF THE COURSE.— DIPLOMA. 



The pupil who has pursued systematically the prescribed Course or 
has mastered all the common branches, is entitled to some special recog- 
nition of his perseverence and achievements. Some form of recog- 
nition of the accomplishment of prescribed tasks has been found to pro- 
duce great benefits in other departments of educational effort. The 
promotions and graduations in colleges and high schools, are known to 
exert a great influence upon their students. 

The completion of a successful study of the branches named in the 
law and deemed essential to every citizen, is certainly an event in the 
scholastic career of the child of sufficient importance to justify some public 
recognition. With these thoughts in mind, there has been established a 
special examinatioii, with an appropriate certificate. 

In his annual report to the County Board of Education, on May i, 
1877, the Superintendent of Wayne County presented and discussed a 
project for establishing such examination. 

The Board that day, resolved, " That advanced pupils be examined 
in the eight common branches, by the Superintendent, and a Diploma 
issued to the proficient." 

At a later date, was adopted the clause in Rule XXXIV, given on 
page 14 of this Manual. 

Examinations have been held each year since, and a certificate, pop- 
ularly called a "Diploma," has been issued to those pupils who success- 
fully stood the test. The manner of conducting the examination has been 
arranged, each year, between the Superintendent and the teachers having 
candidates. The answers of the candidates have been graded by the 
Superintendent. Frequently the Diplomas have been presented on the 
closing day of the term, accompanied by more or less public exercises. 

In the Manual of i8'8o, specifications were published to indicate the 
nature and extent of the examinations for Diploma. 

A revised statement in harmony with the present condition of the 
schools and the instruction therein, is here given. 

Reading. The pupil will be required to read a passage in a newspaper, 
book or magazine; and questions will be asked touching the sense of the 
passage, and testing the pupil's knowledge of how to use the Dictionary. 
Questions concerning authors may be asked, and upon some of the techni- 
calities of reading as far as set forth in the introductory parts of our 
Readers. 

Orthography will be chiefly judged from the spelling in the pupil's 
papers, but some questions will be given concerning pronunciation, sounds, 
and markings. 

Writing will be judged from the manuscripts presented in the exami- 
nation; notice will be taken of the neatness and form of the papers. 

Arithmetic. In this branch will be required such knowledge of prin- 



WAYNE COUNTY COMiMON SCHOOLS. 



ciples and practical applications as can be obtained in the text-books in use 
in this county. 

Geography. The tests in this branch will include mathematical, des- 
criptive, political, and local Geography, and the principles of Physical 
Geography as set forth in the adopted text-book. Skill in map drawing 
sufficient to enable the pupil to indicate the relative position of places, is 
desired. The examination in Geography may be held at the close of the 
Fifth Grade, or whenever the study of it is completed. 

Graiiiinar. In addition to the knowledge of the subject, as presented 
in our text-books, the pupil's ability to apply his knowledge will be judged 
from the grammatical accuracy, clearness of expression, and punctuation 
of the MSS. 

History. Causes, movements, and results will be dwelt upon, rather 
than dates: yet the most important dates should be fixed in the mind. A 
few questions will be asked upon the Constitution of the United States. 
The candidates may be examined in History whenever they have com- 
pleted the study. 

Physiology'. A knowledge of anatomy, physiology and hygiene, is 
expected, with special attention to rules of health and right physical 
habits. 

The General Knoudedge of the pupil will also be tested by miscellane- 
ous questions. Some of these questions may be upon the civil govern- 
ment of Indiana. 

Charaeter. The Diploma will be a certificate to the good character 
and correct deportment of the pupil ; and no pupil with a bad record for 
conduct should expect to receive this certificate. 

The following is a copy of the Diploma used in this county : 
Wayne Counjy Common Schools. 

l>IPl,OMA. 



of School No , in Township, 

Having passed a creditable examination in Reading, Orthography, 
Writing, Arithmetic, Geography, English Grammar, Physiology, and 
History of the United States ; and, having sustained a record of correct 
deportmept. is granted this 

Certificate of Pioficieiuy. 

In Testimony Whereof, our signatures are hereunto affixed, this 

day of 1 8 

County Supt. 

Trustee. 

Teacher. 



COMPLETION OF THE COURSE. — DIPLOMA. 49 



COMMENTS. 

' ' A new feature has appeared in the examination work this year, con- 
sequent upon a new use being made of the examinations by the young 
people of our schools. The increased interest in schools, the stimulating 
influence of public Institutes, and the remote purpose on the part of many 
pupils of some day entering the ranks of teachers, have induced these 
young people to desire a test of their knowledge already acquired. Many 
teachers have wisely encouraged this desire. The only opportunity of 
undergoing such test is afforded by the Examinations for Teacher's License. 
This movement on the part of the young people indicates a promising state 
of affairs, and should be encouraged. But the examinations of teachers, 
if they be made strictly ])rofessional, are hardly fair tests of mere scholar- 
ship. Hence, / si/ggt'S^ two separate kinds of examinations. One for appli- 
cants to teach, to be kept strictly professional. Another for advanced pupils 
who zvish to test their acquirements. 

"Such examination should be held at convenient places, after the 
close of the schools in the spring. Actual pupils of the schools may be 
admitted ; and such as reach a satisfactory grade in the common branches 
and have maintained a record of good behavior, shall receive a Diploma 
setting forth these facts, signed by the County Superintendent, the Trustee, 
and the Teacher. My reasons for this movement, are : 

"It will distinguish between the acquirements of the pupil and the 
qualifications of the instructor. 

' ' It will enable us to make more distinctly professional the examina- 
tions of the instructors. 

" It will give our pupils an objective point toward which they can 
direct their efforts. 

" It will stimulate them to renewed diligence. 

"It will tend to correct an evil noticeable in our schools; namely, 
that of pupils taking few of the branches in the course of study. No 
pupil will be admitted to this examination who has not at some time studied 
all the eight branches. 

' ' It will also tend to correct the irregularity in gradation found in too 
many schools ; for if pupils are required to take all the branches, they will 
see the advantage of taking them at proper times. 

" It will enable us to discover our most thorough teachers, by showing 
who send the most thoroughly prepared pupils to these examinations." — 
/. C. M., — Report of 1877. 



"As is the blossom to the plant, so is graduation to the system of 
gradation — the natural outgrowth, or rather the culmination of the scheme 
of classification. It will benefit the individual, because to attain such 
honors, he has the advantage of a more thorough and systematic training 
in all the branches studied. The graduate will have received in his course 
greater and more diversified mental culture, and enlarged and strengthen- 
ed powers of expression in a classified school, because he has been brought 
to the study of all the branches constituting a Grammar-school course." — 
C. W. Harvey, Supt., New Castle, 1884. 



i 
50 WAYNE COUNTY COMMON SCHOOLS. 

OHAPTEE XVIII. 



APPLICATION OF THE COURSE. 



The Course of Instruction is placed in the hands of the teachers to 
enable them to reduce their work to system, to help the pupils obtain the 
greatest good from their attendance, and to bring all the schools as nearly 
as possible into uniformity in facilities and practices. 

The Course is framed in the recognition of these principles : 

I. Pupils are incited to diligence by having their work divided into 
steps so that they may be able to measure their progress. 

II. Certain subjects should be pursued together, 

III. A certain amount of work in the several branches should be 
completed before an advance is attempted. 

The Conspectus, on pages 28 and 29, shows the instruction intended 
for our Common Schools, arranged under an application of these princi- 
ples, according to the observations and opinions of teachers of this 
County. 

The task before the teacher is to harmonize his school with the dic- 
tates of the Course, and to direct his labors so as to maintain the harmony. 

A few notes of explanation will be in place : 

1. The placard should be in each school room, and posted up in a 
place where it can be consulted by the pupils. 

2. Explain the Course to your pupils. Make the division into the 
several "Grades" clear to the minds of pupils, and have each class to 
comprehend the work it must accomplish before it can advance to a higher 
grade. Make personal applications of the Course to individual pupils 
with a view to inciting them to greater diligence or more systematic study. 

3. In naming classes, call them by the grade to which they belong, 
as "Third Grade Arithmetic," " Fourth Grade Language," "Fifth Grade 
Spelling," instead of by number, letter, or title of text-book. This plan 
will enable the pupils to discover Avhether they are "even" in their 
advancement ; and they will be incited to strive to maintain their standing 
if they find themselves properly graded, or to attain regularity if they are 
not properly graded. 

Besides any good which may come to the present term in the way of 
inciting a desire to bring up neglected studies, this plan assists in connect- 
ing the work of successive terms in a continuous effort toward the same 
end. 

The miscellaneous class nomenclature used by some teachers does 
not have this tendency, as it treats each branch without reference to the 
branches which accompany it. The unity in idea, not only in the partic- 
ular school and term, but the unity of all the schools and of succeeding 
terms, is secured by observing these directions for naming classes. 

4. Compare your classes with the Course, and where there is an 
irregularity, correct it as soon as possible. Make an effort to enlist such 
pupils as have been neglecting some branches, into classes suited to their 



APPLICATION OF THE COURSE. 



51 



advancement, that they may be doing their full share of work, and receive 
a full share of benefit. Ask yourself often: "Does each pupil have 
enough to do?" "Does each class have the proper number of recitations 
each day?" "Are the several branches commenced at proper times ?" "Is 
the pupil receiving the proper oral instruction at specified time ?" 

5. Look forward to the work to be done by the pupils at the next 
term. If irregularities can not be corrected this term, make an effort to 
prepare the way for their correction at the beginning of next term. Re- 
member that it is the condition in which you leave the school, that is the 
true measure of your efficiency. The Course is intended to put before 
the pupils a statement of what constitutes a "common-school education," 
which our schools are prepared to give them in a rational and systematic 
way. This education is not obtained in one year, hence the work of each 
year is but a part of continuous advancement toward ultimate completion. 

6. By the side of the placard should be placed a "tally sheet" of 
the advancement of all the pupils. Such tally sheet should give a list of 
names of pupils, and set against the name of each pupil, in appropriate 
columns, the grades of the classes to which that pupil belongs, somewhat 
in the manner required by the "Term Report of Standing" in the 
Register, and similar to the following : 



Names of Pupils. 



Jacob Abbott 17 

Maria Edgeworth..., 16 



Peter Parley. . 
Louise Alcott. 



Hans C. Andersen. 

Isaac Watts 

Grace Greenwood.. 



Charles Dickens.. 
Mary M. Dodge. 



Horace Mann.. . 
Thomas Arnold, 
Mayne Reid 



»^ 



14 
14 

13 
12 
12 

ID 
II 

7 
6 



^ 



<>=! 



VI 
VI 

V 
V 



IV IV 
IV IV 
IV IV 



III 
III 

I 
I 
I 



Si 



III 
III 

I 
I 
I 



VI 

V 

V 
V 

IV 
IV 
IV 

III 
II 

I 
I 
I 



V 
V 

V 

V 

IV 
IV 
IV 

III 
III 

I 
I 
I 






V 
V 

IV 
IV 
IV 



?^ 



VI 
VI 

V 
V 

IV 

IV 



^ 



I 



VI 
VI 



VI 
VI 



!^ 



Si 



(2.) 



(3.) 



(2.) 



By such tally sheet you will be able to see (i) what pupils are "even" 
in their advancement, (2) what pupils are behind in some part, (3) what 
pupils are not pursuing studies belonging to their grade and have not a 
proper amount of work to do. 



52 WAYNE COUNTY COMMON SCHOOLS. 



SOME PERPLEXITIES. 

Sometimes, when teachers look at the Course, they receive an im- 
pression that an excessive amount of work is directed. They fear that 
there is not time for the number of classes they suppose to be intended, 
nor for the quantity of instruction that seems to be embraced. Let us 
examine this matter : 

It is not intended that there shall be a class and separate recitation 
for every space in the Conspectus. Much of the instruction set forth in 
some columns can be given with the instruction of other columns. For 
instance, a careful examination of the chapters that follow the Conspectus, 
will show, how closely connected is the Orthography with the Reading in 
the First, Second and Third Grades. A similar connection will be seen 
to exist between the Language in these Grades and the Reading. If the 
pupils in the First and Second Grades have four recitations daily, the work 
intended for their respective Grades, can be done in the time estimated. 
One recitation should be had, daily, in Arithmetic. At one other, particular 
attention can be given to the Language exercises. Reading and the ap- 
propriate tasks in Orthography, may be the purposes of the other two reci- 
tations. The equally easy management of the Third Grade, will be seen 
after reading the next two paragraphs. 

Upon the real amomit of the oral instruction, teachers are sometimes 
deceived. For instance, looking at the Conspectus they see Oral Geogra- 
phy assigned to the Second and Third Grades, and are perplexed as to 
how they are going to find time as well as topics for such instruction 
through both those periods. A study of the topics given on page 34, will 
disclose the fact that much of the Geography placed in the Second Grade 
can be imparted incidentally, and altogether will not need more than 
twenty lessons, with occasional reviews in moments to spare from recita- 
tions in other branches. An inspection of the topics on page 37, will show 
that if the pupils in the Third Grade are given instruction on Geography 
for ten minutes daily, the whole ground can be covered easily in three 
months. As pupils are in the Third Grade at least nine months, the oral 
instruction in Geography can be given, and full time left for the proper 
mastery of the Language assigned to that Grade, In making the program 
for the Third Grade, four recitations daily, will include the entire instruc- 
tion for that Grade, except the Oral Physiology. One recitation set apart 
to Arithmetic, one to the Language or Geography, and the other two to 
Reading with the accompanying exercises in Orthography, will keep 
the pupils of the Third Grade busy, as well as include all the subjects for 
that Grade, except Physiology, which is considered in the next paragraph. 

Fifteen months is the estimated time required to complete the Fourth 
Grade — especially for the Reading and Arithmetic assigned that Grade. 
The Language Exercises designated for the Fourth Grade, will not occupy 
more than nine months of the time allowed for that Grade, therefore time 
sufficient can be found for Oral Physiology without increasing the number 
of classes or changing the program as given on page 55. At the same 
time Oral Physiology is being taught to the pupils of the Fourth Grade, 
the Third Grade pupils and all other pupils who should receive such 
instruction, can be included in the class. 



,^ 



APPLICATION OF THE COURSE. 53 

The study of the Fourth Grade's book on Geography will not occupy 
fifteen months, therefore the study of the County and the State is added to 
the work in the text-book. The instruction on the County and State may 
be given incidentally in connection with the regular lessons, or alternately 
therewith, or during a suspension of the text-book lessons, — as the teacher 
may deem best or most convenient. 

Teachers are often perplexed as to the details of oral instruction. 
They are at a loss as to " what to say," what tasks to assign, and how far 
to extend the work. They are overwhelmed at the prospect of being 
required to construct whole treatises on the given subjects. 

"And enterprises of great pith and moment 
With this regard their currents turn awry, 
And lose the name of action." 

If the teachers will carefully follow the notes and suggestions in the 
chapters explaining the Course, they will find that the amount of prepara- 
tion required of them is much less than their apprehensions picture. 

Consider the Language Instruction. Teachers are often discouraged 
by what they judge to be the demand in that department. A great amount 
of original preparation seems to be required of the teacher to impart the 
instruction contemplated, while at the same time, the pupils are not being 
given tasks with which to occupy their attention from the oral lesson until 
the next recitation. Let the teacher supply himself with the Teacher's 
Edition of the adopted Language Exercises, and he will find that the labor 
from which he is shrinkmg has already been preformed for him by the 
authors of that book. Not only is the teacher furnished with the topics to 
discuss, but also with the tasks to assign the pupils. 

The same observation can be made of the service rendered to the 
teacher by White's Oral Lessons in Numbers. The value of that book in 
training the First Grade pupils, can not be over-estimated. 

It must be remembered that the oral instruction directed by the 
Course for Language and Numbers, implies practice on the part of the 
pupils nor merely listening to lectures. 

The material for the Oral Physiology is not quite so handy as that for 
the branches just considered. Yet nearly all that the teacher needs to 
know can be obtained from the adopted text-book and a later chapter in 
this Manual. The extent of this instruction is not as definite as in the 
other branches. Systematic oral instruction in Physiology to lower Grades, 
is a new feature in our Course, and its details are not yet fully determined. 
But it is beheved that the ground marked out can be covered in one hun- 
dred lessons of fifteen minutes each. As it is estimated that the Language 
Exercises of the Fourth Grade will not need more thati nine months, it is 
readily seen that a hundred lessons on Physiology can be given in the 
remaining six months of time allowed for the completion of the Fourth 
Grade. Hence, we see that the Third and Fourth Grades can be made to 
conform to the program on page 55. 

The influence for advantage which the Course may have, will depend 
largely upon the support, in kind and quantity, which it receives from 
teachers. Let not your part be lacking. 



54 WAYNE COUNTY COMMON SCHOOLS. 



CHAPTEE XIX. 



DAILY PROGRAM. 



The models here presented are intended as suggestive. There is 
nothing arbitrary in the order of the branches in any Grade, although the 
arrangement given conforms to the view^s of many well experienced 
teachers. 

The blank spaces represent study-time, and the studying of a subject 
may immediately precede or succeed the recitation hour, as best suits the 
views of the teacher. The opinion that the studying of a subject should 
be immediately after the assignment of the lesson in it, with a short review 
before reciting, finds favor with some good teachers. 

PROGRAM FOR A SCHOOL OF SIX GRADES. 

This program illustrates our plan of gradation as well as the utility of 
a Course of Instruction. It seeks to organize a school, in which all the 
common-school branches are taught, and which contains pupils of every 
age, from the child in school for the first time to those who are completing 
the Course, into six classes. 

In such a school, there can be no less than twenty-five recitations, 
and in justice to all Grades there should be no more. No time is given in 
this model for general exercises, unless part of the time assigned to open- 
ing exercises can be taken. Occasionally an exercise may be given by 
using the time of some other recitation. During the time set apart for the 
Writing lesson, the teacher should be free from other work. 

By referring to the section on History, page 46, the reader will see 
the peculiarities in the management of the recitations in History and 
Physiology. In the program but one recitation-period is assigned these 
branches. In schools where both are pursued, the teacher must make 
some special adjustment of the program in harmony with the views 
on page 46. 

PROGRAM FOR A SCHOOL OF FIVE GRADES. 

Many schools do not have all the Grades. Sometimes the Sixth is 
wanting and sometimes one of the other Grades is not represented. Often 
in Spring Terms there is not the full number of Grades. 

For such schools a second form of program is given. It is arranged 
for a school having no Sixth Grade pupils. Wherever some other Grade 
is not represented, the teacher can re-arrange the model to suit the case in 
hand. The model shows how much can be done in a school having five 
Grades. 

Rule XIII, page 12, requires that a written program "be placed 
where the pupils can see it." The program should be displayed in the 
school room, even if the pupils are familiar with its order. A neat program 
adds to the business-like appearance of the school room. It is a contract 
between the teacher and pupils on one part, and their duty on the other part. 



DAILY PROGRAM. 



55 



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56 WAYNE COUNTY COMMON SCHOOLS. 



OHAPTEE XX. 



RECORDS OF THE TERM.— REGISTER. 



The attentive reader has perhaps already discovered that the efforts 
to improve the schools are based upon two cardinal propositions : 

1. To give the pupil all the knowledge intended for him in the best 
order. 

2. To connect the work of successive terms upon a continuous 
plan. 

To accomplish the first of these purposes, the Course of Instruction 
has been introduced with its accompanying scheme of classifying and 
grading. 

To accomplish the second purpose a special set of Records has been 
devised, which will be explained in this chapter, 

' ' The Course of Study (prescribed as a means of securing a practical 
elementary education) is not mastered in one year, hence the work of 
each year is not complete in itself, but is a part of a continuous advance- 
ment toward ultimate completion. This idea is not so well understood 
and appreciated in country schools as it should be." 

In the elaboration of this thought, the Superintendent of Wayne 
County has, on former occasion, written as follows : 

" Many disadvantages arise from the fact that no two terms, unless 
taught by the same teacher, have a continuous plan of work. Indeed 
teachers seldom have charge of the same school for more than one term, 
and each succeeding teacher labors in ignorance of the work of his pred- 
ecessor, and without regard to the future study of the pupils. At present 
this is a great cause of imperfection in our country schools. The 
progress of pupils is interrupted or delayed, and the fruits of much good 
work are lost because of this want of connection between the several 
terms." 

Formerly "when a teacher's work was done he was called to no 
account of his intellectual stewardship. Nothing was asked him concern- 
ing the scholarship or advancement of his classes. When he left the 
school, he left it as though there was never to be any more teaching there 
afterward. And his successor organized the next term very much as 
though there never had been any teaching there before. The incoming 
teacher entered upon the new term with no definite knowledge of what 
had been done previously; hence the work of the preceding teacher was 
not built upon. The new teacher spent a week or a month in finding out 
the condition of the school and then an equal length of time in correct- 
ing the blunders of this experimental period. Meantime he was liable to 
be baffled and misled by the forgetfulness of the pupils as to their 
advancement at the preceding term ; the contrariety of their testimony as 
to the classification, methods and program of the former teachers; the 
desire on the part of some pupils to promote themselves (that is, join 
classes for which they are not prepared), or to evade studies which they do 
not delight to pursue, yet which may be proper and necessary for them. 



RECORDS OF TERM. 57 



" Hence the term was well advanced before he was able to do that 
which a roll of the classes and a statement of their work would have 
enabled him to do during the first day." 

With these views of the condition and needs of country schools, steps 
have been taken to remove such defects and to make the pupil's progress 
continuous and systematic from the time he begins attending school until 
he has completed the Course. 

The first provision to attain this end was the requirement of a special 
report from the teacher, to be filled at the close of the term, and left with 
the Trustee who was to hand it to the succeeding teacher at or before the 
beginning of the next term. To distinguish this report from others it was 
styled "Term Statement." It embraced a list of classes, of the text-books 
used in each, the pages at which the class began and closed the work of 
the term, together with such other information as may be necessary to 
explain the work; the name of each pupil, the date when he entered and 
when he left school, and the names or titles of the classes to which he be- 
longed, together with such other information as might assist the teacher of 
the next term ; and the program of the term closing. 

In the annual report to the County Board of Education, May i, 
1876, the Superintendent said: 

"I have often noticed the absence, in our District Schools, of any 
reliable record of the classes and instruction of one term, so prepared as 
to be transmitted to the next term ; and I had observed, while a teacher 
in such schools, the evils flowing from such absence. Soon after entering 
upon tlie duties of this office, I began to consider plans for the remedying 
of this defect. Finally was prepared the Statement" explained above. "I 
can not pass this subject without expressing my earnest desire that Trus- 
tees render every assistance in their power to make this plan of recording 
the work of the term a permanent feature of our school management. I 
deem it the most valuable improvement which I have suggested, and ' the 
beginner of a better time' in the solid progress of our rural schools." 

The Board that day endorsed the "Statement" and resolved to 
require it by contract. At subsequent meetings were adopted Rule XII, 
(given on page 12 of this Manual) and the clause in Contract on page 21. 

A form of "Term Statement," printed for the schools of this County 
was used several years. In 1880, a Register was devised incorporating 
the features of the "Statement," and was introduced into the schools of 
this County; and is still used. See page 19. 

This feature of school management is more important than many per- 
sons at first sight, think. It is of little benefit to labor for the promotion 
of pupils at the present term if such labor is not recognized and supple- 
mented at the next term. It is not enough to grade a school one year ; it 
must be kept graded. The importance of this subject will justify the space 
that is given to the following full explanation of the manner of using the 
adopted Register. 

It is hoped that teachers will feel sufficient pride in their work and 
interest in their pupils' future welfare to induce them to make these 
records full and comprehensive. 



58 WAYNE COUNTY COMMON SCHOOLS. 



USE OF BAKER'S 6RADEI> DISTRICT-SCHOOE REGISTER. 



AT OPENING OF EACH MONTH, 

1. In recording pupils' names, ascertain what pupils are in the Sixth 
Grade and record their names first ; then those in the Fifth Grade, and so 
on down in regular order. Leave a few lines between each grade, on 
which to record in their proper grades the names of pupils who may enter 
school after the beginning of the term. 

2. Do not neglect to record after each pupil's name, the grade to 
which he belongs, in the column set apart for that purpose. Do this at 
each re-writing of the pupil's name. 

3. Fill the blanks for date and teacher's name, each month. 

4. The column headed Spelling is designed for the recording of the 
per cents, of the respective pupils, in that branch. When an examination 
in that branch has not been held during the month, estimates of standing 
from other data can be recorded in this column. So with the other 
branches and columns. 

AT CLOSE OF TERM. 

The teacher is required, at the close of the term, to fill six forms of 
blanks, found in the back part of the Register. Several copies of each 
form are bound in the Register. One copy is intended for each teacher 
through whose hands the Register passes. The first in each set of forms is 
to be used at the close of the first term ; the second for the second term, 
and so on. You will select the pages that belong to your term, and apply 
the directions in this chapter. The manner of using the s'everal forms, is 
explained in the following paragraphs : 

1. "Term Report of Standing." The set of this form begins on the 
eighteenth leaf from the end of the book. It is prepared for the record- 
ing of the names of the pupils with the age and grade of each, together 
with the grade of each of his class. Also, some facts in regard to his 
attendance, etc., and any remarks or recommendations which may be 
needed to properly report his condition. If the pupil is pursuing any 
branches not named in this form, such facts can be recorded in the columns 
at the right of the column for Physiology. The names of the pupils should 
be grouped according to their grades — those of the Sixth Grade first, and 
so on down. A good part of this "Term Report" is similar to the 
" tally-sheet" illustrated on page 51 ; which see. 

2. "Method of Grading and Schedule of Studies." The first copy 
of this form is found on the twelfth leaf, counting from the end of the 
book. In the first blank column and on the line with the name of the 
branch you will write the name of the text-book used in that branch. Fol- 
lowing the line across, you will put, in the proper columns, the page at 
which the work of the term in that branch commenced, the page to which 
it advanced, and any remarks concerning the method of instruction, etc. 
The column "Methods of Instruction" should be filled with some 
approach to completeness. Teachers of experience speak of the informa- 
tion derived from this column as of great service in organizing the succeed- 
ing term. 



REGISTER. 



59 



This model shows the manner of filling the ' ' Schedule of Studies : " 



Branches. 


Text-Books Used. 


Commenced 
on Page. 


Ended on 
Page. 


Methods of Instruction. 


Reading 


McGuffefs Fourth R. 


21 


164 


Reviewed Diacrit. Marks. 


Spelling 


Swintotis Work-Book. 


I 


37 




Writing 


Eclectic No. 3. 








Arithmetic 


White's Tnte7'mediate. 


80 


196 


Examples on Board also. 


Geography.. 


Eclectic Elementary. 


5 


79 


Wayne Co. , map of Ind. 


Language... 


Fart II, ' ' Exercises. ' ' 






Followed the Course. 



3. "Teacher's School Report," found on eighth leaf from end. 
Your attention is called to the notes at the bottom of the page, especially 
to Note 3. In reporting your attendance at Township Institutes, write in 
the blank space below the lines for presence, the number of times absent 
and the causes. 

4. "Daily Program of Recitations," will be found a few leaves fur- 
ther. Here you will copy your program. Be careful to date it. 

5. "Records of Visits." It is supposed that visits have been 
recorded as they occurred, and therefore these blanks are already filled at 
the close of the term. 

6. "Memoranda of Items interesting to Succeeding Teacher," com- 
pletes the book. Under this head you will give any description of the 
manner of instruction or success of any class ; work which should be un- 
dertaken next term; or any information concerning the pupil or school 
which you think will assist the next teacher. 

FOR THE NEXT TEACHER. 

A Register having been kept in the manner intended, is of value to 
the teacher of the succeeding term. 

1. The Register of the school should be obtained by the teacher be- 
fore the opening of the term, and carefully inspected. 

2. Turn to the form entitled "Methods of Grading and Schedule of 
' From this form can be learned : 
The number of classes in each grade. 
The text-book belonging to each class. 
The ground over which each class passed during the previous 



Studies 

a. 

b. 

c. 
term. 

d 



The point reached by each class at the close of the term. 
e. Any peculiarities of the work which the previous teacher may see 
fit to record. 

3. The program will show the order in which the classes recited. 

4. Turning to the "Term Report of Standing," the teacher will find 
the pupils grouped into grades; and the classes to which each pupil 
belongs will be seen after his name. 

5. Possessed of all this information — modified and explained by the 
"Memoranda" — the teacher can prepare for the first day, by making a 
program, a list of the pupils in each grade and class, and selecting the 
work to be assigned for the first few days to each class. 



6o WAYNE COUNTY COMMON SCHOOLS. 



OHAPTEE XXI. 



GEOGRAPHY OF WAYNE COUNTY. 



Position : — In the eastern tier of counties, about one-third of the dis- 
tance from the Ohio river to the northern hmit of the State. 

Form: — Nearly square, being 21^ miles in the longest part, and 20 
miles in the widest. 

Outline : — Regular, being formed by straight lines and right angles. 

Area: — About 400 square'miles. 

Boundaries : — See county map of Indiana, in Complete Geography. 

Land Surface : — A rolling plain which gradually slopes from the 
northern boundary toward the west of south. General elevation in the 
northern part is 1200 feet above mean ocean tide at New York Harbor; 
the southern part, 900 feet. The relief is characterized by ridges between 
the water courses, and broad river-bottoms. In the southeast, some parts 
are quite broken and picturesque. West from the central part, the land 
is markedly level, and from this reason, and from abundance of walnut 
timber, that region is called the "Walnut Level." The Eastern Branch 
of Whitewater flows through a ca«on-like valley at Richmond. 

Waters : — The streams of Wayne County are all tributaries of the 
two branches of Whitewater river. 

Eastern Branch : — Formed by East, Middle, and West Forks ; flows 
through Wayne and Abington townships; receives Short creek, Elkhorn 
creek ; Clear creek, Lick creek ; flows through Union County and unites 
with the Western Branch at Brookville. 

Westerfi Branch : — Formed by Nettle creek and West river ; flows 
through Jefferson, Jackson and Washington townships; receives Martin- 
dale's creek (-|- Morgan's), Green's Fork, Noland's Fork (-|- Buck run, 
Butler's run); Little Symonds creek, Symonds creek, Shaker run; flows 
into Fayette County, and unites with the Eastern Branch. 

Many springs are found in Wayne County, and it is considered a well 
watered region. 

Climate :■ — Same as given for State of Indiana in Complete Geog- 
raphy. Prevailing winds, from northwest in winter, southwest in summer. 

Soil : — In river bottoms, mostly sandy loam, well suited for corn. 
In the uplands, mostly clay loam, suited for wheat and small grains. 
Clover and grass grow wefl in all parts. The blue grass is indigenous. 

Minerals : — Blue limestone for building purposes : lime ; potter's 
clay. 

Vegetation : — Natural : The land was originally covered with 
heavy forests, chiefly of hard woods — beech, walnut, sugar-maple, oak, 
hickory, sycamore, elm, ash, and poplar. The pupils can be required to 
notice and name other trees, shrubs, herbs, etc., native to this County, 

Cultivated: The pupils should be required to observe and make 
lists of cultivated trees, shrubs, herbs, plants, etc., and classify this kind 
of vegetation according to uses, as for food, ornament, etc. 



GfeOGRAPliV OF WAYNE COUNTY. 6 1 

Animals: — i. Classified as Wild 2Si.^ Domestic. 2. The JViM, suh- 
classified as extinct and extant. 3. The Domestic classified according to 
uses, as, assistance-rendering, food-producing, clothing-producing, etc. 
The greatest benefit can be derived from this part of the instruction, by- 
requiring the pupils to observe and make lists in the above classes. Deer, 
bears, wolves, beavers, and perhaps buffalo and elk, are among the ex- 
tinct animal inhabitants of this County. Turkeys, formerly abundant in 
a wild state, are rarely seen. Other wild animals are named in the Indi- 
ana department of the Complete Geography. In making lists of animals, 
attention can be called to their different orders, — beasts, (mammals), birds, 
reptiles, batrachians, fishes, insects, worms, mollusks, etc. 

Inhabitants: — Population in 1880, 38,614; now exceeds 40,000. 
In Nationality, the inhabitants of Wayne County are chiefly natives and 
descendants of natives of Ohio, North Carolina, Kentucky, Pennsylvania, 
and other States. Many are natives of foreign countries, mostly of Ger- 
many and Ireland. 

Occupations : — Agriculture, stock-raising, manufacturing, merchan- 
dising. Teachers can require pupils to prepare lists of branches of these, 
and names of other occupations. 

Productions : — Pupils can be required to prepare hsts of the produc- 
tions of the County, in the several classes of natural, agricultural, manu- 
factured, etc. The chief benefit will come from the pupil's search for the 
information needed in making these fists. 

Government :■ — The laws are those of the State. County and Town- 
ship officers should be named and duties described. 

Education : — This County has its part of the General System of 
Education of the State. Items: — Richmond has nine school buildings. 
Ten large graded schools outside of Richmond. One hundred seven 
District Schools. Two hundred ten teachers employed. £arlham College 
near Richmond. Normal School, and a Business College, in Richmond. 
Two Orphans' Homes in Wayne Township. 

Townships : — The fifteen townships of the County should be named, 
located and bounded; and the township in which the pupils live, studied 
according to the same topics here used for the County. 

Towns : — Named and located, together with some facts in regard to 
their sizes, chief business, etc. 

Railroads : — Names, connect what places, lengths in County. 

Roads : — Principal roads located, especially those in pupils' own 
vicinity. 

History: — The first settlement was made in 1805, near Short creek. 
The County established by the Territorial Legislature, November 27, 1810, 
and officially organized, February 25, 1811. First county-seat(Salisbury) 
laid out in 1811. Centreville was laid out in 1814, Jacksonburg in 181 5, 
Richmond 1816, Fountain City 181 8, Milton 1824, Dubhn 1830, Hagers- 
town 1832, Cambridge 1836, Germantown 1827, Economy 1825, Wash- 
ington 1 81 8. First schooP^was taught in 1807, near Elkhorn creek. First 
church organized in 1807. County Seminary founded at Centreville 1827. 
Earlham College founded in 1847. National road opened in 1828. First 
railroad train arrived on March 18, 1853. 



WAYNfi COtfNTY COMMON SCHOOLS. 



OHAPTEE XXII. 



ORAL PHYSIOLOGY. 



The following references will assist teachers in preparing for the in- 
struction in Physiology to the lower Grades as contemplated in the Course. 
See pages 32, 34, and 53- . . 

Position of pupil: Eclectic Physiology, pages 21 and 22. Variety of 
position: Ogden's AH of Teaching, page 53. Sitting in draft, &c. : Eel., 
pp. 41, 74; Swett's Methods of Teaching, pp. 34-38. Amount of work: 
Swett's Methods, p. 35. Times for Study: Swell's Methods, p. 37. Sports: 
Eel., p. 41, note 8; Art of Teaching, p. 179. Light: Eel., p. 126. Air: 
Eel., pp. 41, 79, 85, 138. Clothing: Eel., pp. 38, 40, 137, Hair: Eel., 
p. 40. Teeth: Eel., p. 44. Fingers: Eel., p. 40. Bathing: Eel., pp. 
38, 137. Temperance: Eel., pp. 51, 153-166. Contagious diseases, see 
paragraphs below. Rules of Health: Eel., p. 143; Swett's Methods, pp. 
23-38; Hewett's Pedagogy, pp. 99-106. 

CONTAGIOUS AND INFECTIOUS DISEASES. 

Contagious and infectious diseases, are diseases which a person may 
contract from one who has any of them, by touching him, by being near 
him, or near anything that has been near him; or, by being in any locality 
where the disease is prevailing. Small-pox, measles, scarlatina, diphtheria, 
cholera, and certain kinds of fevers, are diseases of these classes. 

In a locality where there is an epidemic, one should live very temper- 
ately, but not stinting as to plain wholesome food; maintain a cheerful 
disposition; observe great cleanliness; seek fresh air; avoid becoming 
heated, catching cold, and the probable causes of the disease. During 
the prevalence of any such diseases, one can not be too careful to keep 
the air pure and fresh throughout the house. No one should, without 
necessity, go into a house where there is a person sick with an infectious 
or contagious disease, nor near those who nurse them. Do not eat in the 
sick room, and do not enter it with an empty stomach. The patient 
should be nursed faithfully, cheerfully, and without fear. When a person 
has once had measles, scarlet fever, or small-pox, it is very unlikely that 
he will contract the same disease a second time. He may, therefore, 
without any fear, do the work of a nurse ; but he should live isolated, for, 
although he himself is not likely to contract the disease, yet he may com- 
municate it to others. The nurse must live apart from other people, and 
stay out of schools and assemblies. It is the duty of all who live in. the 
same house with the patient to do the same. The spreading of an 
epidemic could often be prevented, and thousands of lives saved, if those 
who become sick first were at once isolated. All cases of contagious 
and infectious disease should be reported at once to a physician. — H. Kopp. 



"We study, not for school, but for life. We should pay the greatest 
attention to the study of hygiene, and should try to understand the laws 
of health, and apply them." 



SPELLING EXERCISES. 63 



OHAPTEE XXIII. 



LISTS FOR SPELLING EXERCISES. 



The following are the lists of words mentioned in Chapters XII and 
XIII. They were collected by pupils under the direction of W. F. L. 
Sanders, Superintendent of Cambridge City Public Schools : 

FIRST YEAR. 

A. — an, all, ax, anrl, Ann, ant, aunt, ape, air, are. B. — habe, bead, boat, 
ball, bin, bud, block, bird, bill, barn, black, bread, bed, bowl, bump, bone, 
brook, brine, broom, boot, Ben, book, bite, beet, bridge, boy, bit, bee, box, 
big, bench, bad, bib, burr, bub. C. — chair, cake, coal, could, cut, cat, cage, 
colt, cob, cart, coat, cow, cloud, chin, cent, corn, cup, child, cane, can, chip, 
clock, come, cold, caught, catch. D. — doll, dress, clog, dish, day, Dan, dime, 
dust, drake, duck, do, did, door, dirt. E. — egg, ear, eye, edge, eats. F. — 
field, fish, fox, tty, flea, fig, fan, father, Frank, foot, fork, frock, Fred, fence, 
fell, flag, face, fire, frog, flour. (J. — grow, gun, ground, gum, girl, goose, 
gate, glove, green, glad, ger, glass, grass. H. — hen, hand, head, hem, hat, 
horse, house, hut, hill, home, hood, hall, hit, hide, hop, help, hug, how, her, 
hoop, hfis, have. I. — ice, ink, is. J. — ^,jar, jaw, jug, jump, John, James, 
Jane. K. — key, kit, keg, kite, knot, kind, know, knows, knife. L.— log, lip, 
lid, lad, lap, leg, line, lime, lock, latch, lard, long, less, little, lie, learn, large, 
look, likes. M. — niug, man, mat, mother. May, mud, mit, mad, my, much, 
make, mine, m;ip, milk, meat, mill, made, mark. N.— nut, nap, net, nose, 
ne(;k, name, night, no, not. 0. — ox, owl, oar, oil, oak, one, on, old. P. — 
pig, paw, pan, pit, pet, play, peep, pin, pipe, pup, pen, pole, pile, page, 
patch, pump, please, pretty. R. — rug, rat, rib, rod, road, rock, ring, rose, 
rain, rap, rice, red, right, rides, read. S. — son, sky, sun, snake, straw, sow, 
star, store, stone, song, sand, swing, soap, salt, skate shawl, slate, street, 
snail, shelf, spot, spit, snow, stove, squash, school, sled, stick, sum, six, 
seven, small, siiould, some, sleeps, short, shall, sing, spring, sport. T. — tree, 
top, toy, tin, tail, tub, trap, tea, tar, toad, thread, tap, track, them, take, 
Tom, ten, tape, toe, three, two, they. V. — vat, very. W. — wall, wax, was, 
whip, worm, wing, web, way, wire, watch, water, well, wart, wood, were, 
weed, would, when, write, warm, wait, went, walks, where. Y. — yarn, yard. 

SECOND YEAR. 

A. — apple, ale, awl, about, asleep, always, away, afraid, after, another, 
alone, awake, any, almost. B. — beast, breast, beard, breeze, bank, bear, 
branch, brass, brush, beech, blaze, blade, blood, bean, bait, braid, blutt", 
breath, bell, board, block, bark, beef, brow, bale, bail, blaze, blow, bunch, 
bathe, birch, basket, build, both, bare, bustiy, brave, buy, busy, because, 
break, been, bite, blossom, bring, but. C. — cuft", calf, clift', Charles, class, 
chain, church, crutch, cream, cheese, clay, comb, chalk, crape, churn, clerk, 
cheek, cloth, card, crumb, cord, crack, cough, chill, claw, cot, chick, crow, 
cash, cur, cooking, cost, crib, crawl, counted, chased, choose. D. — deer, 
ditch, dream, dew, dwarf, dame, date, dray, dough, drum, dove, den, dot, 
desk, dusk, danger, done, driven. E. — eel, elm, earth, even, evening, else, 
every, each, eaten, easily. F. — fruit, fringe, fowl, floor, food, frost, flax, 
farm, flesh, foam, fife, fur, far, fog, fiame, frame, friend, fiock, fieece, feast, 
fierce, fresh, flower, finger, for, lound, folks, flying, fair, fear, forget, fall, 
find. Gr. — grain, go, grate, grape, grease, goat, glue, gold, grave, great, 
going, growing, gentle, give, grumble. H. — hoof, heat, heap, half, hive, 
hail, heart, hearth, hearse, held, hawk, harm, hour, heard, hurt, heavy, here. 



64 WAYNE COUNTY COMMON SCHOOLS. 

hear, Harr}', haidly, hinder, hang, hold. I. — mch, into, infant. J. — ^juice, 
joint, jail, June, just. K. — kiss, Kate, kid, knee, knoll, knob, keel, kindness, 
kitchen, kept, keep. L.— leaf, loaf, limb, load, lass, lamb, lark, lead, light, 
lye, lot, land, laid, life, letter, lose, lazy, listen, leave, lie, (to recline). M. — 
muff, match, miss, moss, month, mouth, meal, mop, mule, malt, moon, mast, 
mask, March, morning, measure, maiiked, many, making, mean, moving, 
meant, might, minute, mail. N. — niece, naught, Ned, nag, nurse, noon, Nell, 
need, neat, near, nothing. 0. — oats, only, over, older, oldest, obey, off, out- 
side, oxen, ought, own. P. — proud, pail, pale, porch, pear, peach, paste, 
papa, plank, plate, purse, puss, pint, pork, prune, pool, pound, Paul, path, 
pea, pie, pillow, pity, played, push, picture, pencil. Q. — quilt, quill, quick. 
R. — roof, rim, rail, root, rake, rain, rise, run, roll, room, roost, round, ripe, 
romp, ready, ring, rude, rough. S. — shade, scar, say, strike, scarf, stair, 
shirt, slat, sole, steak, sleigh, sweat, speak, snuff, shore, see, send, seed, sob, 
sharp, slide, sunny, stream, sour, sweet, spool, starch, scrap, sleeve, smoke, 
sit, sleep, spoke, shell, stage, shop, sheet, shin, stain, shoe, stitch, stalk, 
splash, sell, stem, sheep, soon, says, sure, speck, strong, spotted, string, 
sister, sitting, stone. T. — time, twig, tooth, tuck, thumb, tongue, throat, 
trunk, trough, train, twine, tongs, tear, thin, thick, this, these, that, those, 
torn, to-day, tw<'lve, talk, taste. U. — urn, ugly, under. Y. — verse, veil, 
visit, voice, vine. W. — wife, wolf, wad, wave, whale, wool, wrist, wren, 
world, week, wheat, waist, window, wipe, weak, wrong, work, which, wear, 
whose, wrote. Y. — yes, yet, year. 

THIED YEAR. 

A. — arrow, apron, Alice, acorn, Annie, August, April, animal, ail, 
answer, accident, ankle, aisle, active, afternoon, angry, able, ahead, alike, 
alive. B.— beam, bow, brain, bleed, basin, build, barley, butcher, book-case, 
burst, bridle, bushel, beauty, bough, blotter, buggy, banner, burner, brother, 
Bible, bracket, bucket, button, bottle, barrel, body, berry, baby, bonnet, 
busy, blind, bitter, bawl, best, better, blew, bare, beat, Blanche, breakfast, 
broth. C. — cider, country, carpet, cellar, cousin, cradle, cinder, cherry, 
candy, city, closet, corner, cattle, chicken, curtain, collar, cracker, cistern, 
candle, cabin, cooper, copper, cofhn, coffee, cotton, cottage, chapter, comma, 
corn-stalk, china, circus, custard, clef, counter, county, careless, careful, 
coarse, course, coin, clear, certain, curious, calmly, company, Christmas, 
coward, changed, carriage, ceiling, chimney, clothes, crush, courage, color, 
choose, cough, choir, center. D. — dipper, drawer, daisy, daylight, doctor, 
darkness, dinner, dollar, dig, dozen, drummer, dreadful, dusty, deck. E.— 
elf, earn, engine, eagle, elbow, Ella, eighteen, eighty, either, event, empty, 
easy, eight, excuse, errand, expense, expect, escapes, enough, exercises. 
F.— figure, feather, Fanny, flannel, Friday, tiddle, fourteen, fifteen, fight, 
feel, forty, fifty, fodder, fair, frozen, fourth, finny, funny, free, fair, fang, 
flue, fir, friz, flash. (J.— globe, guest, grace, gin, gutter, grocer, gimlet, 
garret, goblet, garden, grater, griddle, gallon, ginger, gosling, grassy, groan, 
grown, greedy, gait, grazing, guide, gnaw, gather, grind. H. — handle, 
hatchet, hunter, hotel, handful, hundred, hammer, hornet, honey, halter, 
hear, heavy, heel, hungry, health, hub, hare. I.— insect, illness, idle, idol, 
itself, inteiid. J.— jacket, jingle, jolly, July. K.— kettle, kitten, kindling, 
knock, knit, kneel. L.— ladder, ladle, lemon, lantern, lady, lily, leather, 
lesson, lion, lazy, least, lively, lucky, lend, lain, lay, lead, laughed. M, — 
mitten, ma-ble, mirror, mamma, market, monkey, Mary, Monday, maple, 
minnow, milkman, muslin, meadow, mattress, merry, mellow, middle. 

[Note : — These lists were collected by requesting pupils to notice the 
words in their own conversations, and bring them to the class. Pupils 
will be benefited if required to complete this list. In the Fourth Year, 
pupils can make an entire list, and of words a grade more difficult.] 



Part IIL-Misgelliieous. 



OHAPTEE XXIV. 



ADDRESS TO THE PATRONS. 



The reader of this pamphlet has observed that Part I relates princi- 
pally to the duties of the various officers in the school system, together 
with the transactions of the Board of Education of this County ; and that 
Part II is devoted to the consideration of the instruction of the schools. 
Part I is serviceable chiefly to school officers, and Part II is of greatest 
interest to teachers and pupils. 

This Part, styled " Miscellaneous," will contain matters more directly 
interesting to patrons and citizens. 

It will not be out of place to open such a Part with an attempt to ex- 
plain several matters to patrons. Following as this Part does immediately 
after a presentation of the Course of Instruction, it will be accepted as ap- 
propriate that its first chapter should have much to say about the Course. 

In attempting to give a clear understanding of the importance and 
proper service of the Course of Instruction, some account of the efforts to 
improve the schools in recent years, should be given first. 

The efforts here referred to have had for their ruling thought, the 
purpose of producing uniformity, similarity, and permanency in the school 
work of the county : that is, uniformity in practices, similarity in facilities, 
and permanency in purposes. 

The great fact that the school system, like all institutions of govern- 
ment and society, is subject to growth, has been recognized, and an 
attempt made to discover the present needs to securing growth in the 
proper direction. The needs discovered and the aims selected are pre- 
sented in the following paragraphs: 

1. To define the scope of the work to be done in our common schools, 
was the first great aim. The statute merely names the branches, but the 
details are left to be determined by the officers and teachers in each 
locality. In the attempt to define the scope, two purposes were kept con- 
stantly in view : (i) to give all the instruction intended to each child; (2) 
to give it in proper order. The Course of Instruction is one result of 
labor in this field. 

2. The second aim was to connect the work of successive terms. An 
education — even elementary — is the result of connected and supplement- 
ary labors. It is an intellectual structure whose parts are interdependent 



66 WAYNE COUNTY COMMON SCHOOLS. 



and mutually supporting. All the parts can not be acquired at one term, 
nor, out of their natural and related order ; hence the necessity of a perma- 
nent plan for all the terms, just as in the erection of a house the various 
parts must fit properly, and all the constructors — stone-masons, brick- 
layers, carpenters, painters, — must conform to one plan. 

The Course of Instruction produced under the first aim, is one means 
of securing this second aim. The particular forms of register and term 
records, are other means. 

3. The third great aim was to produce swiilarity in all the schools. To 
accomplish this end, there must be not only the same scope of instruction 
attempted, but the books in the hands of the pupils must be the same 
kinds, and the apparatus and other appliances must be alike. Efforts by 
proper authority, have been directed to these objects, as is seen by refer- 
ence to Chapters V and VI. This aim has been the guiding thought in 
the school visiting and in the transactions of the various Institutes. 
Attention has been given to the dissemination of information upon helpful 
and approved methods of imparting instruction and managing schools, to 
the end that the schools might be "increased in usefulness and elevated 
to the standard of the best." 



ORADINO IN DISTRICT SCHOOLS. 

This is a subject upon which there has been much discussion and 
occasionally doubt as to its feasibifity or benefit. It was brought to the 
general attention of the educational pubhc about 1873, and for several 
years following there was more or less of experiment in this direction. 
The following paragraphs on this subject are principally from the Manual 
of 1880. 

Efforts to systemize the instruction and classify the pupils in District 
Schools have received considerable attention in recent years. These efforts 
have generally been called "Grading." They can best be described by 
answering three questions : 

1. What is the object! The chief object is to see that every pupil ob- 
tains the full amount of his dues in the way of instruction. The movement 
has its origin in a desire to afford each child full opportunity to obtain 
that knowledge or training which he has. a right to expect from schools 
established by the laws of the State and maintained by the people of the 
State. And it proceeds in the belief that the school can best accomplish 
its task by having the pupils' work systematically arranged. 

2. What is the necessity for such efforts? The previous incomplete 
results of a child's training in District Schools. Pupils have been allowed 
to pass through school, giving attention to but few branches, and neglect- 
ing others equally important, thereby wasting some of their time, which 
could have been profitably spent on a wider range of studies. 

Often a sufficient number of studies are pursued, but some were not 
commenced at proper times or have not received proper attention, and 
as a result the pupil is not correspondingly advanced in all his studies. 

Sometimes it has been the case that pupils in these schools are re- 



ADDRESS TO THE PATRONS. 67 

quired to study the same parts of the same branches year after year, until 
all ambition is dead, and no effort is made to advance in knowledge. 

On the other hand, pupils not entitled to promotion are promoted, not 
from any evidences of scholarship, but at the importunity of the child, -the 
whim of the parent, when the book is worn out or lost, or when the 
teacher, with his inexperience, desires to appear as making progress. 

Many pupils are "uneven" in their studies, having been advanced 
rapidly in some studies while in others they have made slow progress. 

Two great wrongs are done to the child by allowing these systemless 
ways to control his career: i. He does not acquire all the knowledge 
intended for him. 2. What he does acquire is not received in a har- 
monious manner, observing symmetiical development, and hence is not 
possessed by him in the most useful form. 

The law of our common school system prescribes to be taught in 
school certain branches of learning. It is fair to suppose that these 
branches constitute a somewhat complete course of elementary education, 
and are the foundation at once for future study and for practical life; — in 
other words, the knowledge needed by every citizen and which every 
child has a right to receive from the schools of the State. Yet many 
children in District Schools obtain a knowledge of but four of the eight 
branches prescribed, and often only an imperfect knowledge at that. 

Irregular attendance, want of proper text books, lack of interest and 
sympathy at home, have contributed much to bring about this state of 
affairs. But they have not caused it all. Inexperience in the teacher, 
neglect on the part of officers, and more than all, lack of comprehension 
of the purpose of the school on the part of all concerned in it, must bear 
the greater part of the blame. It is just here that the efforts to correct 
these evils must begin. The purpose of the school must be set forth, its 
work must be defined and marked out. 

3. What is the method of remedy 2 In the words of the U. S. Com- 
missioner of Education, ' ' the efficiency of these schools would be greatly 
increased by proper attention to the order and continuity of studies." The 
several branches of study hold to each other a co-relation, and should be 
pursued in some cases side by side, and in others, preceding or succeeding ; 
always according to their relation to one another. For instance, a child 
will not pursue reading long before he will have a need of a knowledge 
of numbers. Soon after he acquires a knowledge of numbers he will find 
the necessity to write, and so on. 

If a knowledge of all the branches should be obtained, it must be 
admitted that there is an advantage to be derived from recognizing their 
relation to each other and from pursuing them in accordance with such 
relation. Hence, a course, or arranged plan of study, becomes the most 
important factor in any attempt for the improvement of rural schools. It 
is at once the foundation and keystone of the new structure. 

A uniformity in text-books is an important preliminary to the success- 
ful introduction of gradation. Another assistant in this movement, is a 
form of record by which the classification of the school can be held to- 
gether from term to term. Properly devised registers would do this for 
they would show the standing of each pupil, they would disclose to the 



68 WAYNE COUNTY COMMON SCHOOLS. 

new teacher what pupils are deserting studies which are not their favorites, 
and also, what pupils have undertaken to promote themselves. 

If these records are prepared in a manner to be preserved through a 
series of years, their usefulness will be increased, for they will then assist 
in making the pupils' progress continuous and systematic from the time he 
begins attending school until he has completed the Course. 

To secure the commencement of studies at their proper times ; their 
successful prosecution ; and the ultimate mastery of all the branches, is 
the spirit and purpose of Grading. Grading is the dividing of the pupils' 
work into steps or degrees, with the expectation that the ground of one 
division shall be covered before the conquest of the next is undertaken. 
In short, the "Gradation of Rural Schools" is but the practical applica- 
tion of a Course of Instruction to the daily work of a District School — the 
systematic, persistent following of a wisely devised course. 



IJTIL.ITY OF THE COURISf: OF INSTRUCTION. 

The importance of a detailed statement of the instruction, as a guide 
in the attempt to improve the schools, was early recognized. Chapter IX, 
page 23, gives an account of the origin and growth of the Course in this 
County. 

The present stage was reached by slow degrees. A temporary and 
experimental Course had to be adopted and modified as the work of 
grading progressed. The Course now adopted in this county is the result 
of ten years' experience with such a guide, and of several terms of direct 
experiment on the details now presented. 

Your attention is respectfully asked to the Explanation of the Revised 
and Adopted Course, given in Chapters XI to XVI inclusive, in this 
Manual. 

The purpose of a Course of Instruction, is to point out to teachers, 
pupils and parents, what is to be done at various times in the several 
branches, and to make the child's career at school continuous and pro- 
gressive until the complete acquisition of what is intended for him. Thor- 
oughness is the policy, and the best way to be thorough in acquiring an 
education is to "finish as you go." To secure this completeness and 
thoroughness, the instruction which the child is to receive has been ar- 
ranged in six convenient divisions, or stages. The divisions are called in 
school-room phrase, "Grades," and the explanation of each Grade occu- 
pies a chapter, beginning with the Xlth, on page 27. 

At the beginning of every one of those six chapters, is a brief synop- 
sis of the work intended for the Grade discussed in that chapter. Patrons 
who do not care to peruse all the details concerning the instruction in the 
several branches, can obtain an idea of the work embraced, by reading 
those opening paragraphs. 

Teachers are required by Rule X of the Code (page 12) to "classify 
the pupils according to their advancement, as indicated in the Course of 
Instruction; all promotions and formations to be in harmony with this 
Course." 

That a regular scheme of classification and method of advancement is 



ADDRESS TO THE PATRONS. 69 

needed in our Country Schools, will be admitted by all who are familiar 
with their condition. 

Among the reasons for conforming to a Course of Instruction, are the 
following : 

1. It divides the pupil's progress into successive steps easily under- 
stood, thus presenting more frequent inducements for continued diligence. 
The pupil feels that if he may not complete the Course, he can finish a 
Grade. 

2. It stimulates a desire for advancement, by showing in an intelli- 
gible way how progress can be made. It will inspire the pupil with a hope 
of accomplishing something, and of receiving finally a reward for his time 
and labor; at least he may not expect to be placed at the "first of the 
book" at the opening of each successive school year. 

3. It shows what subjects should be completed before others are 
commenced. It will instill into the minds of children the necessity and 
advantages of order in study ; and they will be led to see that method and 
order should govern them in all their labors. 

4. It decides what branches a pupil shall study, and when he shall 
begin a given branch, thus indicating the time when, in accordance with 
the pupil's development and proficiency, the various studies should be 
commenced. 

5. It has an influence in securing the symmetrical development of 
the mind, by calling attention to the relation of the several studies to each 
other. 

6. It shows the teacher what is wanting in his own plans, and pre- 
vents the neglect of any branch. It checks any tendency to dwell upon 
hobbies, and demands attention to less admired topics, thus giving the 
pupils the advantage of equalized instruction in branches pursued, 

7. It economizes the pupil's time; for by lessening the number of 
scattered classes the teacher is enabled to give more attention to each rec- 
itation ; and, by having more pupils on the same lesson, their interest is 
increased, and benefit is derived by a greater number. The individual 
pupil is benefited as he is enabled to accomplish more in the various 
branches, during the brief time in which he attends the District School. 

8. It will save the time of teachers, thus enabling them to do more 
and better work in a given period, 

9. It will tend to place the little ones beginning school life, upon a 
line of study, which is so ample, well devised, and clearly defined, that, if 
successfully completed, will prove eminently satisfactory to both parent 
and pupil. 

10. It will tend to lengthen and render more stable the term of 
teachers' employment. A good, thorough, prudent teacher will find his 
efforts more and more appreciated by a community, as they see all these 
benefits resulting from his painstaking administration, and the desire for 
change will correspondingly diminish. 

11. If the reasons enumerated be true, the public fund so lavishly 
provided by the State for school purposes, will be so applied as to more 
nearly accomplish its mission, 

12. The general following of a Course of Instruction will place the 



70 WAYNE COUNTY COMMON SCHOOLS. 

pupils of all the schools on an equality, and enable teachers and pupils 
who remove from one district to another to find a similarity in the work 
and advantages in all the schools. 

It is desired that you will compare your children's positions in their 
studies with the Course as explained in this Manual, and confer with 
their teachers upon plans to improve their standing. See pages 28 and 29. 

The success attending the introduction of a systematic Course, and 
the advantages derived therefrom, will depend largely upon the support, 
in kind and quantity, which the teachers shall receive from patrons. 
Your attention is therefore earnestly asked to the consideration of some 
obstacles to the successful working of the schools, with the hope that your 
assistance will be had in the attempt to remove them. 



OBSTA€IiES. 

Irregularity in Attendance. — This is the great obstacle to the 
proper schooling of children. To give a better comprehension of the ex- 
tent of this evil, a few figures may be presented : 

SCHOOL year 1883-84. 

No. of pupils admitted to township schools 3? 742. 

Average daily attendance 2,524, 

Length of school in days (average) 130. 

It is seen that in the country schools, only 2,524, or 68 per cent, of 
the 3,742 whose names had been enrolled as admitted to schools, were 
present on the average daily. 

This is but another way of saying that the children admitted were 
present little over half the time school was in session. The average length 
of school in the townships was 130 days. Sixty-eight per cent, of this 
number is 88. Most children commence attending school in their seventh 
year, and quit by the time they are fifteen. If, during these eight years, 
they attend school for only 88 days each year, their whole amount of 
schooling will aggregate less than two years. This little amount of time 
spent in preparation for the duties and responsibilities of a lifetime, is cer- 
tainly meagre enough to suit the most limited and economical view of the 
necessity of education. 

The discouraging effect upon the child is sufficient argument against 
interrupted attendance. The unavoidable hindrances arising from sick- 
ness and severe weather are so frequent in the country, that it is hoped 
parents will endeavor to let no avoidable circumstances interefere with the 
children's enjoyment of their privileges to the fullest extent. 

Tardiness is an evil akin to the one already mentioned, and second 
thereto in bad effects upon the schools. It is sometimes the result of 
thoughtlessness on the part of parents. Irregularity in this particular dis- 
turbs the school already assembled and at work; is humiliating to the 
tardy children ; and often deprives them of needed time for study, or from 
being with their classes during recitation. The most serious objection to 
tardiness is its tendency to prevent the formation of prompt and business- 
like habits, inculcating carelessness and indifference instead. 



ADDRESS TO THE PATRONS. 7 1 

OTHER TOPICS. 

Promotions. — Estimates of the time required to complete the work 
of the several Grades, have been given in the foregoing Explanation. It 
must not be inferred therefrom that mere lapse of time entitles a pupil to 
advancement. These estimates are made on the assumption that the pupil 
is not only regular in attendance, but does each month's work in a satis- 
factory manner. Real achievements, and not simple presence at school, 
qualify for advancement. 

In determining proficiency, the teachers are advised to employ exam- 
inations — -written, for higher grades. These exercises should be given not 
merely to ascertain how much the children remember of what has been 
taught them, but because they afford discipline of a character extremely 
valuable. Ability to give expression in clear and concise language, is the 
best proof of knowledge of a subject. 

Upon questions of promotion the teacher must be the judge. It is 
sincerely hoped that in all conscientious decisions and rightful require- 
ments teachers will receive the support of patrons. 

Graduation. — The extent of instruction being defined, there natur- 
ally followed a proper end or completion of the work marked out. It 
was believed that great benefit would come in many ways, by making this 
ending an honorable object in the minds of the pupils. The commenda- 
tory recognition of creditable completion of the line of study prescribed, 
would be an incentive to diligence, the influence of which would be felt in 
other classes as well as the one immediately interested. Chapter XVII. 

Text-Books. — Uniformity is essential for many reasons, some of 
which are mentioned in Chaptqr V, Another reason is that without uni- 
formity in books proper classification can not be had. A diversity multi- 
plies classes, consumes time, and delays progress. An authorized list is 
valuable, even if not in uniform use throughout the County, as such a list 
is of great service is settling questions in separate districts, by affording an 
appeal to a standard remote from local bias or local suspicion. The law 
makes it the duty of the County Board of Education to designate the books 
to be used, and to regulate their introduction. 

The Board in this County has endeavored to discharge that duty to 
the best advantage of the people. The policy of the school officers has 
been to use all moderation. In this matter as in many others, they have 
sought to reach radical ends by conservative steps. First the requirement 
was that the books of the class should be made uniform, and wherever 
diversity existed, uniformity should be effected by the introduction of the 
authorized books. Then the school should be made to conform to the 
standard ; and later, the whole county should come to a uniformity, thus 
making the using of a uniform Course of Instruction possible and success- 
ful. This subject is fully discussed in Chapter V, which the reader is 
requested to examine. 

Your visits to the schools are welcome and desired. Nothing will be 
required of your children that is not intended for their own good or for 
the good of the school as a whole. Little or no trouble is experienced 
with the children of those who co-operate with the teacher. 



72 WAYNE COUNTY COMMON SCHOOLS. 



OHAPTEE XXV. 



ENUMERATION AND TRANSFERS. 



The enumeration forms the basis for the distribution of certain school 
revenues. It is incidentally an authority in deciding in what school the 
enumerated persons have privileges. Section 4472 reads as follows (the 
parts omitted relate to matters of form, important only to Trustees, and 
for which the statute itself can be consulted): 

"The Trustees shall, between the first of March and the first of May 
in each year, make an enumeration of the children, white and colored, 
within their respective townships, towns and cities, between the ages of six 
and twenty-one years, exclusive of married persons • * * * * 
and shall list the names of parents, guardians, or heads of families, male 
and female, having charge of such children ; and opposite each name, in 
appropriate columns, shall be entered the whole number of children in 
charge of the person so named, specifying * >!< * the number of 
the school to which such person is attached for school purposes, * H< * 
including in said list and enumeration the names of such persons as have 
been transferred to his township, town, or city, from other townships, 
towns, or cities, and the enumeration of their children, and excluding 
therefrom the names and number of children of such persons as have been 
transferred from his township, town, or city, to other townships, towns, or 
cities. Each Township Trustee, upon making the first enumeration after 
the taking effect of this Act, shall inquire of each person whose name he 
so lists, to which school he or she desires to be attached; and such 
persons, upon making their selection, shall be considered as forming the 
school district of the school selected, and none shall be allowed thereafter 
to attach themselves to, or have the privilege of, any other school but by 
the consent of the Trustee, for good cause shown. At subsequent enum- 
erations, the same inquiry shall be made by the Trustee of the parent, 
guardian, or head of family, having charge of children between the ages 
aforesaid, whose residence has been changed, or whose children have be- 
come subject to be enumerated for the first time since the last enumera- 
tion. In case a change in the location of a school m the township has 
been made since the last enumeration, the Trustee shall make the same 
inquiry of the persons whose school privileges are affected by such change. 
But such inquiries need not be made by the Trustees of incorporated towns 
and cities when they take their enumerations." 

COMMENTS. 

All children, between the ages specified, who have their homes within 
the corporation, should be enumerated. 

While this section declares that the privileges of the school shall be 
limited to such persons as were attached to the school at the time of the 
enumeration, it must not be so construed as to exclude persons who move 
into the township after the enumeration has been taken. Their privileges 



ENUMERATIONS AND TRANSFERS. . 73 

would be in the nearest school. But if any question should arise as to 
which school such persons should attend, they can apply to the Township 
Trustee and have their right in some one school confirmed by him. 
However, the Trustee can not transfer them to another corporation, except 
at the time for taking the enumeration. 

The erroneous omission of a parent's name from the list, does not de- 
prive his children of the school privileges. An illegal enumeration of a 
non-resident does not confer the right to attend school. A person can not 
have school privileges in two places. His privileges are in the district 
where he resides unless he is legally attached to another, or properly 
transferred to another corporation. Children becoming six years of age 
after the enumeration acquire right to attend school. 



TRABTSFERS. 



"When persons can be better accommodated at the school of an 
adjoining township, or of any incorporated town or city, the Trustee of 
the township, town, or city in which such persons reside shall, if such per- 
sons so request, at the time of making the enumeration, transfer them, for 
educational purposes, to such township, town, or city, and notify the 
Trustee of such transfer; which notice shall furnish the enumeration of 
the children so transferred. Each Trustee shall, with his report of the 
enumeration, report distinctly the persons transferred to his township, 
town, or city, for school purposes ; indicating in said report the number 
of children in charge of the persons transferred, with the same particularity 
that is observed in the enumeration." — §4473, R. S. 

COMMENTS. 

1. A transfer can be effected only at the time of taking the enumer- 
ation, which is between the first day of March and the last day of April. 

2. A person desiring a transfer must apply for such transfer to the 
Trustee of the school corporation in which he resides. 

3. It must appear that the person desiring the transfer "can be bet- 
ter accommodated" in the school corporation to which he desires transfer. 

4. The right to be transferred is not absolute, depending upon the 
choice of the citizen. It can only be claimed if he '' oan be better accom- 
modated" by such transfer, and the power of the Trustee to make the 
transfer depends upon the existence of that condition. Of necessity, 
then, he must determine whether or not the condition exists, and act upon 
such determination. But his decision is not final. Section 4537 provides 
for an appeal to the County Superintendent. — 26 Ind. 345. 

5. Transfers to an adjoining county are discussed in Smart's Com- 
mentary, Chapter XXI. 

trustees' duties. 

6. The Trustee, having determined to grant a transfer, should 
make such decision a matter of record, setting forth the reason for grant- 
ing the transfer; he. should give the transferred person a certificate of his 



74 WAYNE COUNTY COMMON SCHOOLS. 

decision ; and should send to the Trustee of the corporation to which the 
transfer is made, a statement of such transfer, together with the enumera- 
tion of the person so transferred. 

7. The Trustee making the transfer should send notice thereof to 
the Trustee to whose corporation the transfer was made, as soon as possi- 
ble, in order that the receiving Trustee may include the transferred person 
in his enumeration. 

8. The Trustee receiving the notice should make a record of the 
same in his record-book. 

THE EFFECT OF A TRANSFER. 

9. Besides admitting the children of the transferred person to the 
schools of the desired corporation, a transfer has the effect to make the 
property of the transferred person in the corporation where he resides 
subject to school taxes in the corporation to which he is transferred, and 
exempts it from such taxes in the corporation in which it is situated. For 
example : A person residing in the rural part of Wayne township is trans- 
ferred to the city of Richmond. His property is taxed according to the 
levy of the city of Richmond for the benefit of the school funds of the 
city, and is exempted from the school taxes of the township. 

10. A transfer remains in force until that person is re-transferred. 

11. A parent can not transfer part of his family and not the others. 
A transfer must transfer the parent with his property.- 

12. The Trustee making the transfer has no authority over the con- 
tinuance of the transfer. He can not release the transferred persons from 
their connection with the other corporation, or re-transfer them to his own 
corporation^ 

13. The Trustee of the corporation to which a transfer is desired, 
has no power to make the transfer. The transferring can be done only 
by the Trustee of the corporation in which the applicant resides. 

THE RE-TRANSFER. 

14. As has been said, the transfer to a school corporation is made 
by the Trustee of the corporation in which the person desiring transfer 
resides. A re-transfer can be made only by the Trustee or School Board 
of the corporation to which the transfer was made. For instance, a per- 
son residing in the rural part of Wayne township, desiring to be transfer- 
red to the city of Richmond, must make application to the Trustee of 
Wayne township and be by him transferred to the city. If afterward he 
desires to sever his connection with the city and resume his privileges in 
the schools of the township, he must make application for a re-transfer to 
the School Trustees of the city. If they grant his request, they must 
notify the Trustee of the township, of the re-transferring, and thereafter 
omit his name in their list of transferred persons reported for taxation. 

15. The cause for transfer having ceased, the transferred person has 
good claim for a re-transfer. But he must make application to the School 
Board of the city, and have his release properly recorded and reported to 
the Trustee of the township in which he resides. 



THE SCHOOL DISTRICT. 75 



OHAPTEE XXVI. 



THE SCHOOL DISTRICT. 



Section 4438 of the School Law of Indiana declares that each civil 
township and each incorporated town or city in the several counties of the 
State, is a distinct municipal corporation for school purposes. 

The township is thus made one of the units in our school system. 
The officer of the township takes charge of the educational affairs of the 
township, employs teachers, establishes schools, builds and furnishes 
school-houses (§4444); levies taxes upon the whole township (^4467); 
receives and expends the school revenues of the township (§4441), and 
enumerates the school population of the township (§4472). 

The District is not a corporation exercising any of these functions 
within and for itself. 

WHAT CONSTITUTES A SCHOOL DISTRICT? 

Section 4472 provides for the Hsting of names of parents, guardians, 
or heads of families, male and female, having charge of children of school 
age, and further provides for their selecting a school, and then declares that 
'■'■such persons, upon making their selection, shall be considered as forming the 
school district of the school selected.^'' This part of Section 4472 is given in 
full on page 72, beginning at the twentieth line. 

The School District can not be bounded by geographical hnes like a 
township or county. Take five farms for example, lying in such position 
that four of them completely surround the fifth, and under our laws, it 
might be that the dwellers on the four surrounding farms all belong to one 
school district, and the dweller on the surrounded farm not belong to such 
district because he had selected another school, at the time of taking the 
first enumeration. A parent may belong to one district, one year, and 
without change of residence, be transferred, the next year, to another dis- 
trict or even another corporation. 

Hence the proper answer to the question would be, that a School 
District is an association of the persons directly interested in the school, 
(that is, have children to send to such school). In other words, the Dis- 
trict is the persons who legally have school privileges in the particular, 
school. 

SCHOOL MEETINGS. 

The persons composing a School District shall meet annually on the 
first Saturday in October, and elect one of their number Director of their 
school. §4498. 

Other meetings may be held, at any time, upon the call of the 
Director or five voters. Five days' notice shall be given' of such meeting, 
by posting notices in five pubhc places in the vicinity; but no meeting 
shall be illegal for want of such notice, in the absence of fraud, and the 
legality of such proceedings, if called in question, shall be determined by 



76 WAYNE COUNTY COMMON SCHOOLS. 

the Trustee of the township, subject to appeal to the County Superin- 
tendent. §4499. Notice of the annual school meeting should be given 
as prescribed for other school meetings. 

POWERS OF SCHOOL MEETINGS. 

Such school meetings shall have power (i) to determine what 
branches, in addition to those mentioned in section 4425 (viz: orthogra- 
phy, reading, writing, arithmetic, geography, English grammar, phys- 
iology and history of the United States), they desire shall be taught in 
such school, (2) and the time at which such school shall be taught. -^ * 
Such school meetings shall likewise have power (3) to fill vacancies that 
may occur in the office of Director, (4) to direct such repairs as they may 
deem necessary in their school-house, (5) to petition the Townshij) Trustee 
for the removal of their school-house to a more convenient location, for 
the erection of a new one or the sale of an old one and the la"nds belong- 
ing thereto, and upon any other subject connected therewith. §4499. 

When meetings petition in regard to repairs, etc., they shall furnish 
the Trustee an estimate of the probable cost of such repairs, etc. §4500. 

School meetings may notify the Trustee that they do not want a cer- 
tain teacher employed ; and " the Trustee shall not employ any teacher 
whom a majority of those entitled to vote at school meetings have decided, 
at any regular school meeting, they do not wish employed." §4501. 

This notification, however, must be given before the Trustee has 
signed a contract with the teacher. — Smart's Civn/neiitary, page 136. 

WHO ARE ENTITLED TO VOTE ? 

Qualification to vote at school meetings is not regulated or limited by 
qualifications to vote at State and township elections. Section 4499 says : 
"At such meetings all tax-payers of the district shall be entitled to vote, 
except married women and minors." 

The answer to the question will be found in the interpretation of the 
phrase, "of the district." By Section 4472 it appears that persons listed 
in the enumeration and attached to the school "shall be considered as 
forming the school district of the school selected." Section 4502 also 
speaks " the persons attached to and forming a school district." 

Hence, all tax-payers, male or female, except married women and 
•minors, who have been listed in the enumeration as parents, guardians or 
heads of families having charge of children of school age, and attached to 
the school concerning which the meeting is being held, are the voters. 

Stated negatively : Persons who do not have charge of children of 
school age, are not listed in the enumeration, and consequently are not 
considered as helping to form the district, and are not entitled to vote. 

A parent who removes into a district after the time of enumeration, 
with the intention of residing there, . acquires all' privileges in connection 
with the school of such district, and forfeits them in the district from 
which he removed. 

Before the holding of a school meeting, the Director should procure 
from the Trustee, a Hst of the members of the district. Such list should 



THE SCHOOL DISTRICT. 7) 



comprise the names of all parents, guardians and heads of families listed 
in the last preceding enumeration and attached to such school, omitting 
the names of parents, &c., who have moved from the district since the 
taking of that enumeration; and including in such list the names of any 
parents, &c., who have moved into the near vicinity and acquired privi- 
leges in the school. 

SELECTION OF TEACHERS. 

"School meetings are not authorized to designate or employ Teachers, 
or determine the wages at which they shall be employed." 

The power of school meetings to designate the teacher, was repealed 
by act of March 8, 1873. Since that time the responsibility of selection 
has devolved upon the Trustee. §4444. 

DISMISSAL OF TEACHERS. 

If, at any time after the commencement of any school, a majority of 
the patrons entitled to vote at school meetings, petition the Trustee that 
they wish the teacher thereof dismissed, the Trustee may dismiss such 
teacher, but only upon due notice, and upon good cause shown. §4501. 

The Trustee should investigate the truth or falsity of "the matter 
alleged for the dismissal. He should cause both accusers and teacher to 
appear before him, when he should hear the testimony pro and con. 
Notice in writing of the pendency of such petition, together with the 
nature of the charges, time and place of hearing, should be served on the 
teacher at least three days before the time set for hearing. 

To forbid the employment of a teacher, or to petition for the dismissal 
of one already teaching, requires a majority of the patrons in the district, 
not merely a majority of those present at a meeting. 

RIGHTS OF OTHER TAX-PAYERS. 

From what has been said, it is seen that the School District with its 
meeting is- but an instrumentality by which the patrons directly interested 
in the school, make known their wishes concerning its affairs. 

Have tax-payers who have no children of school age, but wliose 
means contribute to the support of the school, any voice concerning the 
expenditures of the District? 

Yes. The expenses of a school are not borne by the tax-payers who 
reside nearest the school, alone, but by the township at large. Such 
persons, together with all tax-payers of the township, have the right to 
remonstrate agamst any ouday petitioned for by the members of a District. 

The Township Trustee, who is the agent of the whole township, 
is not bound by the action of the District ; and he can exercise discretion 
as to the expediency of the proposed expenditure. §4499. 

It is thus that their wishes can be made known. To allow persons 
not directly interested in a school to participate in a meeting called for 
the purpose of ascertaining the wish of those interested, and by participat- 
ing to neutralize the expression of such wish, would be an inconsistency 
readily seen. 



78 WAYNE COUNTY COMMOiST SCHOOLS. 



OHAPTEE XXVII. 



DISTRICT DIRECTOR. 



Section 4498. The voters' shall meet, annually, on the first Saturday 
in October, and elect one of their number Director of such school; who 
shall, before entering upon duty, take an oath faithfully to discharge the 
same. The Director so elected shall, within ten days after said election, 
notify the Trustee of his election ; and, in case of failure to elect, the 
Trustee shall forthwith appoint a Director of said school. But any Di- 
rector so appointed may be removed, upon a petition of three-fourths of 
the persons attached to said school who are entitled to vote at school 
meetings. 

Section 4503. The Director of each school shall preside at all 
meetings of the inhabitants connected therewith, and record their pro- 
ceedings. He shall also act as the organ of communication between the 
inhabitants and the Township Trustee. 

Section 4504. He shall take charge of the school-house and the 
property belonging thereto, under the general order and concurrence of 
the Trustee, and preserve the same ; and shall make all temporary rejiairs 
of the school-house, furniture, and fixtures, and provide the necessary 
fuel for the school, reporting the cost thereof to the Trustee for payment. 

Section 4505. He shall visit and inspect the school, from time to 
time, and, when necessary, may exclude any refractory pupil therefrom ; 
but the exclusion of any pupil from the school for disorderly conduct 
shall not extend beyond the current term, and may be, in the discretion of 
the Director, for a shorter period. 

Section 4506. The decision of the Director in excluding a pupil 
shall be subject to appeal to the Township Trustee, whose decision shall be 
final. 

COMMENTS. 

1. Voters at school meetings, defined in Chapter XXVI. Trans- 
ferred persons vote in the district to which they are attached. Women, 
who are listed as parents, guardians or heads of families, attached to the 
district, have the same rights in the school meeting as men who are so 
listed. Such women are eligible to election as Director. 

Section 4499 provides for filling vacancies in the office of Director. 

2. In the absence of the Director, any voter may preside and per- 
form p7'0 tern, the duties of Director. 

3. No important or expensive repairs should be undertaken except 
by direction and with concurrence of the Trustee. 

4. See Rules XXIV and XXV, page 13. Section 4505 is not 
understood to give the Director authority to prescribe to the teacher 
methods of instruction or government. 

5. The parent or guardian or the pupil himself may appeal. The 
teacher or any patron may appeal from the Director's decision refusing to 
exclude a pefractory pupil. 



EXAMINATION OF TEACHERS. 79 



OHAPTEE XXVIII. 



EXAMINATION OF TEACHERS. 



Licenses to teach are granted by the Superintendent of each county, 
under authority of Section 4425, which reads as follows: 

1. Manner of Exaininiiig. — Said County Superintendent shall exam- 
ine all applicants for license as teachers for the common schools of the 
State by a series of written or printed t^uestions, requiring answers in writ- 
ing, and in addition to the said (juestions and answers in writing, questions 
may be asked and answered orally. 

2. Branches ; Length of License. — And if from the ratio of correct 
answers, and other evidences disclosed by the examination, the applicant 
is found to possess a knowledge which is sufficient in the estimation of the 
County Superintendent to enable said applicant successfully to teach in 
the common schools of the State, Orthography, Reading, Writing, Arith- 
metic, Geography, English Grammar, JPhysiology, and the History of the 
United States, and to govern such school, said County Superintendent 
shall license said applicant for the term of six months, twelve months, 
twenty-four months, or thirty-six months, according to the ratio of correct 
answers, and other evidences of qualification, given upon said examina- 
tions, the standard of which shall be fixed by the County Superintendent. 

3. Teachers in Graded Schools. — And in examining persons for posi- 
tions to teach in graded schools in cities and towns, the County Superin- 
tendent may take into consideration the special fitness of such applicants 
to perform the services required of them, and shall make on the licenses 
issued to such applicants a statement of the kind of work for which they 
are especially qualified. 

4. Evidence of Character. — And all applicants before being licensed, 
shall produce to the County Superintendent the proper Trustee's certficate 
or other satisfactory evidence of good moral character, 

5. Bui One Six Months License. — A six months license shall be re- 
garded as a trial license, and no person who hereafter receives a six 
months license in any county, shall be again thereafter licensed in said 
county unless he obtains a grade which shall entitle him to receive at least 
a twelve months license. 

6. Professional License. — Any person now [June 10, 1883,] possess- 
ing a twenty-four months license, whose next consecutive license shall be 
for the term of thirty-six months, or any person "^ho shall hereafter receive 
two licenses in succession, each for thirty-six months, may receive at the 
expiration of such several licenses, a license for the term of eight years, 
upon such an examination held by the County Superintendent as may be 
])rescribed by the State Board of Education, and such license shall issue 
only upon the approval of the State Board of Education, and shall be 
styled a professional license, and shall entitle the holder to teach in 
any of the schools of the State. 



8o WAYNE COUNTY COMMON SCHOOLS. 

Examinations are held at the last Saturday in each month, unless 
notice is given otherwise. Examinations on that day are usually held in 
Richmond. All county licenses are limited to the county in which they 
are granted. Private examinations are forbidden. ^4427. 

For the Standard mentioned in the second clause above, the follow- 
ing has been fixed for this County : 

An average of 75 per cent., nothing below 60, entitles to six months. 

Average of 80, nothing below 65, to twelve months. 

Average of 90, nothing below 75, to twenty-four months. 

Average of 95, nothing below 80 in the eight legal branches, nor be- 
low 90 in Theory and ifi Other Evidences, to thirty-six months. 

License for longer than twelve months is not granted to applicants 
who have never taught. 



OaAPTEE XXIX. 



TRUSTEES' REPORTS. 



Trustees are re([uired to make report of the enumeration, to the 
County Superintendent, on or before the first day of May in each year. 

§4475- ' . ~ 

At the same time, the Trustee must file with the County Superintend- 
ent, a complete list of the persons transferred to his corporation for school 
purposes. This list must contain the names of all persons transferred to 
his corporation — whether the transfer was made that year or a previous 
year — whose transfers are in force on the first day of May in the year for 
which he is then reporting. The list should give the full name of the 
transferred person, the township in which he resides and from which he is 
transferred, and the township or town to which he is transferred. §4473. 

On the first Monday in August, the Trustee must make the Statistical 
Report called for by Sections 4450 and 4451. 

Trustees are required to make settlement with the County Commis- 
sioners, "annually, on the first Monday of August, for the school year 
ending on the thirty-first day. of July." §4441. 

"A copy of the Trustee's report, as passed and allowed by the 
County Commissioners, shall, within ten days after its date, be filed by 
the Trustee with the County Superintendent." 

The report to the Superintendent and the settlement with the Com- 
missioners sliould agree. The filing of the copy of the settlement is re- 
quired, so that the Superintendent may know of any changes made by the 
Commissioners, and may observe such changes in the compilation of his 
own report to the State Superintendent. 

Teachers must report to Trustees, according to §;4449 and §4509. 



TOWNSHIP INSTITUTES. 8l 



OHAPTEE XXX. 
TOWNSHIP INSTITUTES. 



The School Law of Indiana, Section 4520, provides as follows: 
"At least one Saturday in each month, during which the public 
schools may be in progress, shall be devoted to Township Institutes, or 
model schools for improvement of teachers ; and two Saturdays may be 
appropriated, at the discretion of the Township Trustee of any township. 
Such Institute shall be presided over by a teacher or other person desig- 
nated by the Trustee of the township. The Township Trustee shall specify 
in a written contract with each teacher, that such teacher shall attend the 
full session of each Institute contemplated herein, or forfeit one day's 
wages for every day's absence therefrom, unless such absence shall be 
occasioned by sickness." 

WAYNE COUNTY REGULATIONS. 

The County Board of Education has adopted Rules XXX to XXXIII, 
inclusive, given on page 14. 

According to a custom which has been confirmed by the Board, the 
Townships of this county have been united for institute purposes into the 
following groups or sections : 

1. Boston, Wayne, and Webster Townships, 

2. Abington and Centre. 

3. Harrison, Jackson, and Washington. 

4. Clay, Dal ton, Jefferson, and Perry. 

5. Franklin, Greene, and New Garden. 

The Board's Committee on Township Institutes determines each year 
the times of meetings, together with other details, and issues a circular. 

These meetings are public, and patrons and pupils are invited to 
attend. Teachers of the schools of incorporated towns are esjDecially 
invited to participate. 

The preparation of programs and the assignment of duties, are dele- 
gated to the Superintendent. 

COMMENTS. 

"The Township Trustee should attend the Township Institutes and 
see that the work is properly done. 

. "Each teacher is required to take such a part and perform such 
reasonable duties as may be assigned to him by the Trustee or by the 
person in charge of the Institute. 

" The object of this Institute is the improvement of the teachers of the 
township. It seems to me that all the powers necessary to carry out this 
object are by common law conferred upon the persons managing the Insti- 
tute. The object of the Institute will utterly fail, unless the teachers attend- 
ing take part in the exercises. I think, therefore, the contract which the 
Trustee makes with the teachers, in relation to Township Institutes, neces- 
sarily requires the teachers to perform such reasonable exercises and 



82 WAYNE COUNTY COMMON SCHOOLS. 

duties as may be assigned to them. Indeed, the statute provides that the 
Trustee may designate one of the teachers to preside over the Township 
Institute. I am of the opinion that the mere presence of a teacher at a 
Township Institute does not fill the requirements of the law."- — Opinions of 
State Superintendent Smart: Commentary, page 193. 

" I think that mere presence at the Institute is not a full compliance 
with the spirit of the law. The law contemplates active participation in 
the exercises of the Institute." — BIoss, Siipt. 

"It is the duty of a Township Trustee to contract with all teachers 
employed by him to attend Township Institutes. It is his duty to provide 
for holding such Institutes, and to see that they are held. A mandate of 
court may be obtained to compel the Trustee to perform both these duties. 
I think that, even though the Trustee had failed to make a written contract 
with the teachers, he could require them to attend the Institute." — Holcombe, 
Siipt. 

"Failure to deduct wages for unlawful absence, is a violation of the 
statute." 

" Let me urge upon Trustees the importance of strictly enforcing the 
statute in reference to absence from Township Institutes. The large 
majority of our teachers have met the requirements of this duty — often 
making great exertions and overcoming difficulties; and it will have a dis- 
couraging effect to place those who have failed or refused upon equal standing 
with the earnest and faithful. The delinquent have no right to expect you 
to be generous before you are just." — Circular Letter, 1876. 



COUBTTY IBTSTITrTE. 

"The several County Superintendents are hereby required, as a part 
of their duty, to hold, or cause to be held, such (county) Teachers' Institutes, 
at least once in each year in their respective counties." §4523. 

When any such Institute is in session, the common schools of the 
county in which said Institute shall be held, shall be closed. §4522. 

"One of the most important duties of the County Superintendent is to 
hold a County Institute. Such an Institute as is contemplated by the law 
is not a voluntary association, but a teachers' meeting, at the head of 
which is the County Superintendent. ***** The teachers are 
there to be instructed, and the Superintendent must necessarily take the 
responsibility of the Institute upon himself. ' While he may seek advice 
and assistance * * * he should make out the program, and should 
insist upon good work on the part of both instructors and members." — 
Smart: Com nwntary, page 20. 

Section 4521 provides a small appropriation toward defraying the 
expenses of the Institute. For thirty years, the teachers of this county 
have contributed voluntarily to increase the efficiency of their Institutes 
and Associations. These contributions are used in paying instructors. 
As a result of the spirit shown in this custom, Wayne County has long 
enjoyed an enviable reputation in regard to Institutes and teachers' 
assemblies. 



LEGAL ITEMS. 83 



CHAPTER XXXI. 



LEGAL ITEMS. 



School Township. — Each township is declared by Section 4437, to be 
a school township, and as such, to be a body politic and corporate, by the 
name and style of " School Township of County" accord- 
ing to the name of the township and of the county in which the same is 
organized; and, by such name, may contract and be contracted with, sue 
and be sued. All contracts by Township Trustee, relative to school 
matters, should be made in the name of the "School Township." 

School Corporation. — Each civil township and each incorporated town 
or city in the several counties of the State is declared by Section 4438, a 
distinct municipal corporation for school purposes, by the name and style 
of the civil township, town, or city corporation, respectively. It has been 
held that the name of the school corporation is "the School Town of 
," etc. 

Women Eligible. — ^Women are eligible to the office of School Trustee, 
§§41540, 4541. Women who are voters at school meetings (see page 76,) 
are eligible to the office of Director. 

Appeals. — Appeals are allowed from decisions of Trustees relative to 
school matters to the County Superintendent. The Superintendent's 
decision relating to the legality of school meetings, establishment of 
schools, location, building, repair, or removal of school-houses, or trans- 
fers of persons for school purposes, and resignation and dismissal of 
teachers, shall be final. §4537. 

Appeals are allowed from decisions of County Superintendents to 
State Superintendent, on all matters except those named in Section 4537. 

Free Libraiies. — School Trustees of incorporated towns may establish 
free public libraries, and may levy a tax, not to exceed one-third of a mill 
on each dollar of taxable property. §§4524, 4525, 4526. This does not 
refer to Township Libraries, explained on page 20 of this Manual. 

Equal Length of Schools. — All the schools of a township shall be 
taught an equal length of time, as nearly as the same can be done, with- 
out regard to the diversity in the number of pupils at the several schools, 
or the cost of the school. §4494. The tuition revenue is not apportioned 
among the districts, but remains a township fund. 

Records. — School Boards should keep full minutes of their trans- 
actions. 

State Certificates. — The State Board of Education grants State Certifi- 
cates of qualification to such teachers as may, upon a thorough and 
critical examination, be found to possess eminent scholarship and pro- 
fessional ability, and shall furnish satisfactory evidence of good moral 
character. Such Certificate shall entitle the holder to teach in any of the 
schools of the State, without further examination, and shall also be valid 
during the life-time of the holder, unless revoked by said Board. §4422. 



Wayne county common schools, 



Teachers: employment and dismissal. — Trustees shall employ no person 
to teach in any of the common schools of the State of Indiana, unless such 
person shall have a license to teach, issued from the proper State or county 
authority, and in full force at the date of the employment. Any teacher who 
shall commence teaching any such school without a license, shall forfeit all 
claim to compensation out of the school revenue for tuition for the time he 
or she teaches without such license; but if a teacher's license shall expire by 
its own limitation within a term of employment, such teacher may com- 
plete such term of employment within the then current school year. The 
said Trustee shall not employ any teacher whom a majority of those 
entitled to vote at school meetings have decided, at any regular school 
meeting, they do not wish employed ; and at any time after the com- 
mencement of any school, if a majority of such voters petition such 
Trustee that they wish the teacher thereof dismissed, such Trustee shall 
dismiss such teacher, but only upon due notice, and upon good cause 
shown; but such teacher shall be entitled to pay for services rendered. 

§4501. See Rule I, page 11 of this Manual; Holcombe's "School 
Laws, 1883," page 81; Smart: Commentary, page 132. 

The School Law a part of cilery Contract. — No teacher can make a 
contract of which all the requirements of the law is not a part, whether 
expressed or not. All local rules and regulations made in pursuance of 
law and not in conflict therewith, become a part of every teacher's 
contract, whether expressed or not. — Smart : Commentary, pages 158, i6r. 

Individual Contracts. — Trustees should contract with all their teachers, 
subordinate as well as principal, and payment should be made to each on 
his or her own receipt. The occasional practice of employing a principal 
at a large rate of pay, with the understanding that he will employ an 
assistant and pay her out of the money paid to him,, is strongly con- , 
demned. See Smart's Commentary, page 134. Where an unlicensed 
person is thus employed, it is a clear violation of the law. "The plea that 
the Trustee pays the subordinate teacher nothing, is a mere evasion." 

Janitor Service. — " Unless there is an agreement between the Trustee 
and teacher that the latter is to perform janitor services, I think he can 
not be compelled to do so." — Sipt. Smart. "When the teacher is 
employed for such services he should be paid out of the special school 
revenue." — Sipt. Hopkins. 

Teacher's Report. — Teachers are required by §4449 to make report at 
end of term, and until such report is filed, the Trustee shall not pay more 
than seventy-five per centum of the teacher's wages. Blanks for this 
report are found in the register and contract book. 

Private Schools in piddic houses. — Sections 4509 and 4510 provide for 
using school houses, when unoccupied by public schools, for private 
schools or other purposes. The teacher of such private school must report 
to the Trustee, certain items called for by §4509. 



SCHOOL FUNDS AND REVENUES. 85 



OHAPTEE XXXII. 



SCHOOL FUNDS AND REVENUES. 



The means for the financial support of the public schools of Indiana 
are derived from four sources. 

I. Interest on permanent funds. 

II. State tax. 

III. Unclaimed witness fees, liquor licenses, surplus dog-tax. 

IV. Local taxation. 

I. Certain sums of money which came into the possession of the 
State in various ways, are placed at interest, and the interest derived 
therefrom is applied to the payment of teachers. Constitution, Article 
VIII, 2. §§4325, 4369. A statement of the origin, amount, manage- 
ment, and annual interest of these sums, is given in the table on page 87. 

The present Constitution provides that the principal of these funds 
"shall remain a perpetual fund, which may be increased, but shall never 
be diminished ; and the income thereof shall be inviolably appropriated to 
the support of common schools, and to no other purpose whatever." 
Article VIII, sections 3 to 7, inclusive. Section 4325 of the revised statutes 
prescribes that the income from these funds "shall be denominated the 
School revenue for tuition, and shall be applied exclusively to furnishing 
tuition to the common schools of the State, without any deduction for the 
expense of collection or disbursement." 

II. Section 4465 of the revised statutes provides : "There shall be 
annually assessed and collected, as State and county revenues are assessed 
and collected, sixteen cents on each one hundred dollars of taxable 
property, real and personal, in the State, and fifty cents on each taxable 
poll, for the purpose of supporting a general system of common schools." 

Section 4325 provides that the taxes mentioned and specified in Sec- 
tion 4465 shall be included in the School revenue for tuition, "the whole of 
which is appropriated, and shall be applied exclusively to furnishing tuition 
in the common schools of the State." 

III. a. Unclaimed witness fees are made a part of the School revenue 
for tuition, and are apportioned to the counties and distributed to the 

school corporations throughout the State, on the basis of school population. 

b. " Money derived from licenses for the sale of intoxicating liquors," 
in each county, is distributed by county auditor to the school corporations' 
of the county in proportion to school population. 

c. Surplus in the dog-tax fund is to be transferred to the tuition fund 
of the township. §4487. This is only an occasional source of income, 

IV. All the income derived from the above sources is denominated 
the " School revenue for tuition" to be applied exclusively to furnishing 
tuition. §4325- 

This revenue can be increased by local tax, levied in and for each 
township, incorporated town or city, by officers thereof. 



86 WAYNE COUNTY COMMON SCHOOLS. 



The means for erecting, furnishing and maintaining school buildings 
are secured by tax levied upon each school corporation by officers thereof. 

The funds arising from these taxes are applied and expended in the 
same corporation in which they have been assessed and collected. 

These taxes will be fully discussed in the next chapter. 

INCOME AND DISTRIBUTION. 

The School revenue for tuition is apportioned by the State Superinten- 
dent among the counties in proportion to their school population, as 
shown by the latest enumeration. The Auditor of each county appor- 
tions the part of such revenue which his county receives among the 
several school corporations of his county. At the same time he apportions 
the interest from the Congressional Township Fund, and the liquor license 
fees, collected in his own county. Apportionments are made twice in the 
school year, and the money thereof can be drawn from the county treasury 
by Ti-ustees immediately after the second Monday, in June and the last 
Monday in January. 

Trustees shall not permit the revenue for tuition "to be expended for 
any other purpose, nor even for that purpose, in advance of its apportion- 
ment." §4442. 

The several sources of revenue produced, for the year ending June 30, 
1884, the following income : 

1. From interest on " Common School Fund," as 

shown on page 87 $ 466,348.30 

2. From State tax 1,408,113.49 

3. From unclaimed witness fees 1,233.92 

Total '. $1,875,695-71 

This total was apportioned to the counties by the State Superintendent. 

The amount of income from the Congressional Township Fund was, 
in the whole State, $192,085.59. 

The amount from liquor licenses was $279,885.89. 

These amounts were apportioned by the County Auditors, each Auditor 
apportioning to his county the sums collected in that county. 

WAYNE county's SHARE. 

For the year ending June 30, 1884, Wayne County received — 

From State apportionments $35,48 1 , 14 

Congressional Township revenue 2,384.34 

Liquor licenses 4, 500. 00 

Total apportioned $42,365.48 

Amount derived from Local Tuition taxation, as 

explained in next chapter $28,952.36 

Grand Total for tuition within the county... $7 1,3 17. 84 
Wayne County holds of the " Common School Fund" (explained on 
page 87) $79,073.66. Of the Congressional Township School Fund, 
$46,707.86. 



PERMANENT SCHOOL FUNDS. 



87 





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88 WAYNE COUNTY COMMON SCHOOLS, 



OHAPTEE XXXIII. 



LOCAL TAXATION. 



Ill addition to the tax levied by the State (as described on page 85) 
the officers of the several school corporations are permitted to levy 
certain other taxes for the establishment and maintenance of schools. 

These taxes will here be described under their respective titles. 

LOCAL TAX FOR TUITION. 

The Trustees of the civil toiunships, the Trustees of incor- 
porated towns, and the Common Councils of cities, shall have 
power to levy, annually, a tax not exceeding twenty-five 
cents on each one hundred dollars of taxable property, and 
twenty-five cents on each taxable poll: which tax shall be 
assessed and collected as the taxes for State and County 
revenue are assessed and collected.— Section Jf^69. 

The Civil Trustees {town boards) levy this tax. 

Concerning the application of this tax, Section 4470, says: "The 
funds arising from such tax shall be under the charge and control of the 
same officers, secured by the same guaranties, subject to the same rules 
and regulations, and applied and expended in the same manner as funds 
arising from taxation for common school purposes by the laws of this 
State : Provided, that the funds assessed and collected in any civil town- 
ship, incorporated town or city, shall be applied and expended in the same 
civil township, incorporated town or city in which such funds shall have 
been assessed and collected." 

This tax is extended to the property of transferred persons; and is 
paid at the county treasury. 

This law was declared constitutional by the Supreme Court of 
Indiana, in June, 1885. 

The efficiency of our schools depends much upon the wise exercise 
of the power conferred by this statute. Without such a tax any attempt 
to have beneficial respectable free schools would be a failure. The revenue 
from other sources would not furnish more than an average of four months 
school each year. 

The table on the opposite page is an estimate of the amount and rate 
of tax necessary to levy in the several school corjjorations of Wayne 
County, to secure certain lengths of term as specified. 

These estimates are based on the taxables of 1885. The rate for any 
future year may be calculated in like manner by substituting in place of 
the figures here given under "enumeration," "wages," and "taxables," the 
figures for the year then being considered. Or, such estimates can be made 
by making allowances for changes in the proceeds of the tax proportionate 
to the changes in taxables, enuneration, and wages. 



LOCAL TAXATION. 



ESTIMATES FOR LEVIES OF LOCAL TUITION. 



School Corporations. 



Abington Township 

Boston Township 

Centre Township 

Clay Township.. 

Dalton Township 

Franklin Township 

Green Township 

Harrison Township 

.laclvson Township 

Jetferson Township 

New Garden Township 

Perry Township 

Wasliington Township 

Wayne Township^, 

Webster Township 

Town of Boston 

Town of Cambridge 

Town of Centreville 

Town of Dublin 

Town of East Gerniantown 

Town of Fountain City 

Town of Hagerstown 

Town of Milton 

Town of Washington 

City of Rinliraond 



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270 


702,075 


.09 


.039 


540' 




1755 


22.00 


79 


902 


440 


1,.324,675 


.07 


.033 


200 


650 


9.00 


72 


432 


ISO 


577,789 


.08 


.031 


190 


T 3 TJ ^S ^ 


C17 


8.50 


72 


408 


170 


441,870 


.09 


.039 


U\) 


B=l^B< 


1459 


20.00 


73 


940 


400 


636,135 


.15 


.063 


395 


S S,^=^S ^ 


12S3 


18.00 


71 


882 


360 


945,050 


.10 


.038' 


160 


=^ ^ o ^ r+aq 


520 


8.50 


61 


501 


170 


507,940 


.10 


.034 


800 


fa|S's-'i 


975 


15.00 


65 


825 


300 


1,083,675 


.08 


.028 


379 


1231 


18.25 


67 


967 


365 


964,587 


.10 


.038 


■6m 


r^- S- '" - "" 


1092 


12.00 


91 


348 


240 


586,-529 


.06 


.041 


■A'A) 


°S-3 5l 


1040 


16.00 


65 


880 


320 


462,950 


.20 


.069 


300 


g«^3s 


975 


18.00 


54 


1188 


360 


1,406.397 


.08 


.026 


1290 


:^ '^ r+ P 


4192 


46.75 


89 


1449 


935 


2,888,095 


.05 


.033 


270 


5 :=^?= o 


877 


12.50 


70 


625 


250 


446,166 


.14 


.056 


.55 


Qo^s-r:; 


178 


2.25 


79 


92 


45 


22,160 


.42 


.021 


(570 


sr. <i c; 05 5^ 


2177 


20.00 


108 


240 


400 


703,915 


.04 


.057 


300 


5 ® o-io.^ 


975 


10.00 


97 


230 


200 


263,226 


.09 


.076 


420 


13(55 


18.00 


75 


810 


360 


369,698 


.22 


.098 


140 


= »§s?? 


455 


7.00 


65 


385 


140 


106,925 


.36 


.013 


190 


617 


8.00 


77 


344 


160 


136,615 


.25 


.012 


310 


°^a?^" 


1007 


15.00 


67 


795 


300 


335,235 


.24 


.081 


2(50 


So a ^ i 


845 


13.00 


65 


715 


260 


309,164 


.23 


.084 


140 


5?-? 13 , 


455 


5.00 


91 


145 


100 


42,550 


.34 


.024 


■5600 


8200 


148.00 


123 




2960 


8,435,163 


— 


.035 



THE "SPECIAL TAX. 

Section 4467 provides that "the Trustees of the several townships, 
towns, and cities shall have power to levy a special tax, in their respective 
townships, towns, or cities, for the construction, renting, or repairing of 
school-houses, for providing furniture, school apparatus, and fuel there- 
for, and for the payment of other necessary expenses of the school, 
except tiiition ; but no tax shall exceed the sum of fifty cents on each one 
hundred dollars' worth of taxable property, and one dollar on each poll, 
in any one year, and the income from said tax shall be denominated the 
Special School Revenue.'''' 

This tax is levied by the Township Trustees; and School Trustees, 
in towns and cities. "The Board of County Commissioners has no 
control over School Trustees in the levy of school taxes." — Smaii. 

Transferred persons pay this tax according to the levy of the corpo- 
ration to which they are transferred, for the benefit of that corporation. 

Superintendents in cities and incorporated towns are paid from the 
special school revenue. The special tax is paid at the county treasury, 

BONDS FOR SCHOOL PURPOSES. 

The Common Council of any city, and the Board of (civil) Trustees 
of any incorporated town, may, under conditions expressed in Section 4488, 
issue bonds to provide for purchase of grounds and erection of buildings. 



po WAYNE COUNTY COMMON SCHOOLS. 

The proceeds of the sale of such bonds are paid to the School Trustees. 
§448.9. The Council and Board issuing such bonds have power, under 
§4490, to levy a tax for their payment. 

This tax is paid at the county treasury and the proceeds thereof 
delivered to the town or city treasurer. 

This tax is extended to the property of transferred persons. 



GHAPTEE XXXIV. 



STATISTICS. 



ITEMS OF PROGRESS. 

The following extract is from a paper upon "Grading in Rural 
Schools " read by the Superintendent of Wayne County, before the 
Southwestern Ohio Teachers' Association, at Cincinnati, October 28, 1882. 
The paper presented the scheme for the improvement of the schools, dis- 
cussing the points set forth in Chapter XXIV and other parts of this 
Manual, and concluded as follows : 

The question arises, Has anything been accomplished by efforts of the character described in 
this scheme ? 

Some facts from the range of my own observation may be cited. A few years ago the lienefits 
of gradation and supervision were called in question in one of our townships, and an investigation in- 
to the condition of the schools as shown by the teachers' statistical reports, was made. 

The school year of 1872-3 was the last before supervision had been instituted, and was three 
years before any attempt at gradation. Its statistics were compared with those of 1878-9. 

It was found tliat the number instructed in the several branches increased in the following 
per cents, of the enrollment : 

1873 1879 

Writing from 57 per cent, to 83 per cent. 

Aritlimetic from 66 per cent, to 71 per cent. 

Geography from 25 per cent, to 46 per cent. 

Grammar from 10 percent, to 42 per cent. 

History from 2 per cent, to 6 per cent. 

The number of text-books used in a school affords one means of measuring the extent of the 
work of the school. A census of the number and kind of the books used in the county, was taken 
in 1876, in 1878, and again in 1880. In the township referred to, notvvithstanding a decreasing 
enumeration, the number of text-books was reported for those years, as follows : 

187G 1878 1880 

Arithmetics 204 217 268 

Grammars 45 1(18 147 

Geographies 82 120... 138 

Histories 9 19 25 

The same tesls were applied to a more extended area, embracing nearly all the District Schools 
of the county. 

The following table shows the per cents, (of the enrollment) studying the several branches in 
the two years mentioned. 

1873 1879 

Reading 92 94 

Spelling 89 92 

Writing ' 57 91 

Arithmetic 68 90 

Geography 2() GO 

Grammar 13 41 

History .5 12 

Physiology 2 8 



STATISTICS. 



91 



The number of text-books used ia the county was found to have increased during two years, 
from 1876 to 1878, as follows : 

Increase in the number of Arithmetics during the two years 13 per cent. 

Of Geographies li per cent. 

Of Grammars 35 per cent. 

Of Histories 45 per cent. 

Of Physiologies 127 per cent. 

It was further discovered that " all these increases have been in the adopted books and in har- 
mony with the Course of Instruction." 

These are some of the results which may be measured by figures and per cents. 

What other advantages may be seen as flowing from the gradation of country schools? 

1st. There is an awakened interest. Six years ago, the average daily attendance in the District 
Sqliools was 55 per cent, of the enrollment. Last year it had increased to 63 per cent. 

2d. More pupils are taught in all the branches, and broader work is done by individual pupils. 

3d. Attention is called early to subjects which were heretofore neglected. 

4th., By a proper use of time, time is economized. I am led to believe with Mr. Watson after 
his examination in Norfolk County, Mass., when he says: "Actual results demonstrate that at 
least one year in six is saved in completing the ordinary branches by even an imperfect grading of 
the schools." 

5th. There is more thoroughness in scholarship ; and more aspiration among the young people. 
They see what they have achieved so far, and they look eagerly forward to the completion of what 
is before. 

About forty pupils have each year been graduated from the country schools. Many of these 
pupils enter the High Schools in the county and sustain themselves in the same classes with pupils 
who have come up through the grades of city schools. 

The graduates and more recent pupils who re-enter the country schools as teachers, become 
warm supporters of the new order of things. Thus the good work perpetuates itself. 

It will take time to change permanently the character of country schools. We have done 
something in past years. We must continue to make haste slowly, and the work of each year will 
show in the improved condition of the succeeding year. 



UNIFORMITY IN TEXT-BOOKS. 



The efforts to produce uniformity practically began in 1877-78, and 
for several years were directed chiefly to securing class uniformity. 
Wherever the books of a class were uniform, changes were not required 
until the books of that class ceased to be uniform. By continued atten- 
tion to this matter, and prudence in the purchase of new books, a general 
uniformity lias been attained throughout the townships. Figures taken 
from the reports of 1880 and 1884, show the improved condition of the 
township schools. The schools represented by these figures, reported an 
enrollment of 4085 in 1880, and 3742 in 1884. 



* White's Primary Arithmetic 

•■^White's Intermediate Arithmetic... 

*White's Complete Arithmetic 

Ray's Third Boojj 

Various other Aritliuietics 

Increase on enrollment, per cent 

■•^Eclectic Elementary Geography 

* Eclectic Complete Geography 

Guyot's Elementary Geography 

Giiyot's Intermediate Geography 

Various others 

IncvPHSP on enrollment, ppr cent 



1880. 



685 
856 
457 
567 
196 



610 
692 
132 
145 

84 



1884. 



629 
956 
949 

33 

10 
1.3 
674 
915 



='-Swinton's Language Lessons 

'•= Harvey's Practical 

Brown's Grammar 

Various others 

Increase on enrollment, per cent.. 

*Quackenbos's History 

Various others 

Increase on enrollment, per cent.. 

* Dal ton's Physiology 

Various others 

Increase on enrollment, per cent.. 
'■'-Autliorized 



439 
585 
104 
112 



2.54 
179 



538 

601 

29 

2 

4. 

395 

89 

2.3 

296 

34 

2.4 



92 WAYNE COUNTY COMMON SCHOOLS. 



OHAPTEE XXXY. 



HINTS FOR THE CARE OF SCHOOL PROPERTY. 



If the ground around a district school-house is not such that the 
surface drainage is away from the building it should be made so. No 
depression on the ground should be permitted where water may remain. 
No water should be allowed to accumulate about the entrance to the build- 
ing when it rains, dnd the approaches to it should be elevated and kept 
clear of water and mud. 

An ample supply of good drinking water should be within easy and 
uninterrupted reach, and waste water should be disposed of so as not to 
make a sloppy place around the pump or elsewhere. 

Each sex should have its separate privy, so managed as to be absolutely 
private at the resort itself, and as nearly so as practicable in the approaches. 
They should be kept clean, have such constant care as never to become 
offensive to sight, smell or the sense of true decency. 

Fences and other exterior appurtenances should be supervised and 
not allowed to get out of repair or become unsightly. Whitewash is not 
only purifying but often beautifying. 

■ The school building should be kept in good order Outside and in. 
Repairs on the outside to doors, windows and shutters that need them, and 
and a little paint, will sometimes change an uninviting school-house to 
an attractive place to be taught in and to teach in. 

On the interior, the school-house should be put in good condition 
and maintained so. The floor should be smooth and free from crevices 
and holes that would admit air or emanations from the soil beneath it. A 
tight floor should be secured even at the expense of relaying or making a 
double one. The ceiling also must be sound, free from cracks or openings 
that would permit the exit of heated air in winter. The walls, where not 
occupied by blackboards, should be clean, of neutral tint and free from 
glare. The windows well fitted, easily lowered from the top and raised 
from the bottom, and supplied with curtains adjusted to shut out offensive 
sunshine but not to interfere with needed light. 

In summer, temperature can be successfully adjusted through the 
windows and doors, but the warming of the room in winter is a matter 
of moment. It must be done by warming the air with stoves or heaters, 
and such stove or heater must be encircled with a thin metal case to pro- 
tect the pupils near it from an excess of radiant heat. The temperature 
of 70°, as near as practicable, should be maintained in all parts of the room, 
and the temperature should be ascertained by a thermometer, the sensa- 
tions of both teacher and pupils in this particular being unreliable. 

Ventilation in a school-room consists in an effort to make the air in it 
as good as the air outside, and this is done by dilution and diffusion. This 
is the whole doctrine of ventilation. In summer, it is easily accomplished 
through open windows and doors, but in winter, the external air is cold 
while the internal air must be kept warm, and the interchange between the 
internal and external air must be made with as little waste of heat as 



HINTS FOR THE CARE OF SCHOOL PROPERTY. 93 

possible, and in a manner to avoid currents against all inmates. By slightly 
opening windows and doors while the room is occupied, and making a 
complete change of air when the room is vacated for recess or otherwise, 
a living degree of ventilation may be secured. Satisfactory winter venti- 
lation can be accomplished only by bringing in the external air through a 
heater and taking out the vitiated air from near the floor. 

But in the absence of such an arrangement, raise the lower sash 
about four inches, inserting a board of the thickness of the sash to fill the 
space. This will allow an upward current of air from between the two 
sashes in the middle of the window. 

If it is inconvenient to admit sunlight into the room at all hours, take 
advantage of short intervals to let in as much as possible, avoiding a glare 
of light during working hours. 

A school-house in good repair and its surroundings in proper condition 
is more likely to have attentive and well behaved pupils, and thorough 
and successful teaching, than one where the building is neglected and the 
surroundings are in disorder. It is not the style nor the expensiveness of 
a school-house that gratifies the desires and improves the morale of those 
who use it, but the evidences of correct taste and successful attention 
manifested in its care. A grand school-building soiled and in disorder 
depresses and debases its occupants, while a humble school-house, clean 
and well cared for, elevates and cheers all observers. 

— /. F. Bibberd, AL £>., County Health Officer. 



Care of Apparatus. — At the close of each term, the Director or 
Trustee should remove all detached and portable apparatus to some place 
of safe keeping, for the vacation. Much costly property can be saved by 
this precaution. And, at the opening of the next term, care should be 
taken to return all pieces to the school-houses where they properly belong. 



Tree Planting. — The effort to establish an "Arbor Day" for the 
schools of our State should be encouraged. Trees and flowers should be 
growing in all our school grounds. "Tree planting is fitted to give a 
needful lesson of forethought to the juvenile mind. It is a constant dis- 
cipline in foresight ; it is always planting for the future, and sometimes 
for the distant future. Teachers can easily interest their pupils in adorn- 
ing the school grounds. With proper pre-arrangement as to the selection 
and procuring of trees, vines or shrubs. Arbor Day may accomplish 
wonders. Many hands will make work merry as well as light. Such a 
holiday will be an attractive occasion of social enjoyment and improve- 
ment. The parents should be persuaded to approve and patronize the 
plan. It tends to fraternize the jjeople of a district. The plantings and 
improvements thus made will be sure to be protected. They will remain 
as silent but effective teachers of the beautiful to all the pupils, gradually 
improving their taste and character." 



94 WAYNE COUNTY COMMON SCHOOLS. 



CHAPTER XXXVI. 



FUTURE MOVEMENTS. 



In the annual report to the County Board of Education, made May 
I, 1885, the Superintendent discusses some of the movements which must 
be undertaken in the future, for the further improvement of the pubHc 
schools of Wayne County. After commenting on the excellencies at 
present noticeable in our schools — the uniformity of text-books; the form- 
ing and adopting of a Course of Instruction ; the systematic classification of 
the pupils; the development of the Township Institute system; the 
careful examinations ; the attainments and efficiency of the teachers ; 
the satisfaction of patrons — the report says : 

"There are several matters yet for us to consider — directions in which 
we are not as far advanced as we should be and can be. 

" One matter for consideration is in relation to school accommoda- 
tions. Many of the houses now in use can not be used much longer. 
Most of the school-houses in our county were erected between 1854 and 
1857. Their days of usefulness are about over. Already our people are 
beginning to look toward replacing them with new and more commodious 
structures. In some localities the replacing has already commenced. 

"It, therefore, becomes a duty of the hour that we should consider 
not only pecuniary means for this renewing, but also, the character of the 
houses themselves. Questions as to style, size, seating, warming and 
lighting, should be given due consideration. The next set of houses in 
Wayne County should be fully up to the times, with all the recent and 
necessary improvements in school architecture, furnishings, and sur- 
roundings. 

"Closely connected with the rebuilding of our school-houses, is the 
question of relocating some of them. In many districts the school pop- 
ulation has decreased to such an extent, that the relocation of houses and 
the consolidation of adjoining districts, will be important questions. 

"A second matter to which our attention should be given in the near 
future is the consolidation of our town and township systems in the estab- 
lishment of joint High Schools, as contemplated by Section 4446 of the 
Revised Statutes. Such consolidations will apply in the cases of many 
of our townships and towns situated therein. As for instance : Centre 
and Centreville, Qlay and Washington, Jefferson and Hagerstown, New 
Garden and Fountain City. Indeed, this law was enacted at the suggestion 
of a citizen of the last named place, (the late Daniel Hough,) with a view- 
to a union of the systems of that town and the surroundmg township. 

"The question of cost is the first question to settle in this project, 
but I believe the union can be effected without increasing the total expend- 
iture. The perfecting of such an arrangement as is contemplated in the 
statute, will work to the advantage of both corporations, and the subject 
is one worthy of careful consideration by our people. 

"A iliird undertaking for the near future, is the enforcement of 
the uniform Course of Instruction. The teachers, working by common 



FtJTtJRE MOVEMENTS. 0^ 



methods to common ends, have devised a course of study which is a 
definition of what ought to be taught in the schools of common grade. 
The question of design in instruction, or what shall be taught in our com- 
mon schools, need not be raised for another generation. The char- 
acteristic movement of the present period, is the grading of District 
Schools, The next great problem in the supervision of such schools, will 
be the introduction of some form of authoritative promotions. The 
division into ' Standards' of the uniform Course recommended by the 
County Superintendents' State Association is a step in that direction. 
These 'Standards' applied to our Course, would divide it as follows: 
'Primary Standard,' embracing the First, Second, and Third Grades; 
'Grammar Standard,' the Fourth and Fifth Grades; 'Graduation 
Standard,' the Sixth Grade. In connection with this division, it was 
recommended ' that the promotion at the end of each ' ' Standard " be 
made upon the examination made by some other person than the teacher 
in charge — either the Superintendent, Trustee, or some person appointed 
by the Trustee.' The developing of this scheme, or some other one 
with the same object in view, will be one of the efforts of the future. 

A uniform Course for the several incorporated towns of the county 
might increase their usefulness. Such a Course was in contemplation in 
1882, (see page 24). It is hoped that the project will be revived at some 
more propitious time. 

LENGTH OF TERM. 

"An urgent subject of present practicability is the better management 
of the financial support of the schools. In this department a decided 
improvement can be commenced at once. 

"As I have already said, several features in connection with our 
schools show them to be in good condition, and their work is being done 
to the general satisfaction of our people. If I were called upon to name 
any particular in which their condition is not just what it should be, or in 
which they do not give the people satisfaction, I should say it is in the 
matter of length of term. There seems to be in our school management 
no settled idea or policy as to when school should begin, how long it 
should last, when it should close, when it should have vacation, if any. ■ 
Each year seems to be a year of experiment. The teachers, pupils and patrons 
often enter upon the beginning of a term without assurance as to the length 
of that term, or whether it will be followed by a second term within the 
same year, or whether at its close there will be a long vacation until fall. 
Sometimes, the schools are stopped sooner than expected because of the 
exhaustion of the funds. Sometimes there is a debt carried against the 
next ' draw.' At the next levying of tax there is an increase of rate, 
and after awhile there is something left over for a short spring term. But 
perhaps the very next year there is a decrease made in the rate of levy 
and nothing is left over the first year following, and a deficiency appears 
again in the succeeding term. 

"A common remark is that the 'schools stop for the want of money,' 
The starting and stopping of schools should be determined by wise man- 
agement, noting the times most advantageous for the pupils concerned. 



f)6 WAYNE COUNTY COMMON SCHOOLS. 

A desirable length of school term should be decided upon. Then there 
ought to be a general understanding that at such a day in such a month 
each year, the schools of the township would open, and for a term of 
definite length. My observation has been that in those townships where 
the schools have been given six months' terms for the past ten or twelve 
years, they have accomplished more, done better work and suited pupils 
and teachers better than in the townships where, one year, the schools 
would continue for eight months, another year for six, a third year for 
seven, the fourth year drop to five, and then rise to seven or eight and 
go the round again. 

" In this way last described, there was always some uncertainty as to 
the time of beginning and the length of the term. 

"This unsettled character of our terms in the country, has much to 
do in preventing those schools from attaining their greatest success. 
Except to increase the average length of term, our schools have made 
no improvement in this matter for twenty years past. The same uncer- 
tainty exists to-day as existed then. The time has arrived when in the 
country, as is now the case in the cities, there should be a settled custom 
regarding the beginning and length of school terms. As the best trained 
horse may be spoiled by the alternate whipping up, and reining in, so 
the efficiency of the best teacher may be impaired by the uncertain length 
of his term. 

"In the present order of things, what generally determines the 
length of the school ? The amount of money. What determines the 
amount of money ? Accidents. 

"In addition to the varying length of terms, from year to year, 
within each school corporation, there is to be seen another defect when 
we compare the different corporations in regard to the length of terms in 
the same year. The townships of our county had, during the year 1883- 
84, an average of 130 days of school, and the lengths of term in the 
several townships ranged from five months to eight months. In the towns 
the lengths of term ranged from six months to nine months. Equality of 
privileges is not enjoyed at present. We can not truly say that we have 
' a general and uniform system of public schools.' The practical incon- 
veniencies are great. Successful classification is hindered, the application 
of the Course of Instruction embarrassed, and the administration of the 
schools of the county as an organized and vital unity, prevented. 

" My observations on these subjects have led me into aline of study, 
principally into the question as to how much money must be raised each 
year by local levy to give us a satisfactory term. I will not undertake to 
say now what I think should be the proper length of term. I am still of 
the belief that there is no good reason why the schools of a county should 
not be continued for the same length of time. At least the schools of the 
same class, as, all the district schools should be taught an equal length of , 
term, and all the town schools an equal length, even though circumstances 
may make the length different, in the different classes, and also the times 
of beginning and of vacation." 

The table of estimates on page 89 — which see — is one result of this 
study. 



ADDRESS TO TEACHERS. 97 



OHAPTEE XXXVII. 



ADDRESS TO TEACHERS. 



I. Secure your license before you make application for employment. 
A delay in this matter may cause embarrassment to yourself, the Trustee, 
and the Superintendent. 

II. Make and sign the contract before you commence school, and 
thereby learn what may be expected of you. 

III. Obtain the Register of the school and all the reports showing 
the classification and instruction of the previous term, before the opening 
of your term. Study them and have a program and the work for the first 
day arranged before you go to the school. See '" For the Next Teacher" 
page 59- . . 

IV. Visit the school-house on the Friday before school opens, to see 
that all is clean, in order, and arranged as you desire. Attend to this on 
Friday if possible, for you may need Saturday in which to complete your 
arranging. 

V. Read this Manual carefully, and study the explanation of the 
instruction. Chapters V, XVII, XVIII, XX, and XXIV, will give you 
much of the spirit of the present plan of management. All of Part II is 
valuable. Let no one hesitate to accept the principles laid down in this 
Manual, or the dictates of the Course of Instruction. They are no one 
man's theory. They are the product of the observation, experience and 
comparisons of scores of teachers who have taught successfully in the very 
school-rooms where you aspire to preside. 

VI. Having experienced the benefit of a well kept Register, and 
of full and comprehensive "Term Report of Pupils' Standing," and 
" Schedule of Studies," it is hoped that you will feel the obligation resting 
upon you to make the records of your term in every way complete. If, 
however, your predecessor failed in his duty thereby depriving you of the 
benefit of such information, it is hoped you will be more kind to your suc- 
cessor. If the work of your term is not understood and built upon by 
your successor, the pupils suffer delay, and you do not receive the credit 
due for your labors. 

The condition in which you leave the school, is the true measure of 
your efficiency. The amount of time you "put in" may determine the 
amount of your pay, but it is no standard by which to measure the good 
you have done. 

VII. Have faitli in the new order of things. Do not be disturbed 
by a few doubters who always oppose, but never suggest a better plan. A 
fear is sometimes expressed that the application of grading will work dis- 
advantage to some pupils by holding them back in some studies, or by 
discouraging them. If there are such cases they are few in number and 
the result of previous misdirection of effort. Pupils who are started prop- 
erly at the beginning of their schooling, will not find their later work so 
exacting as do pupils who are called upon to make up former deficiencies 
and at the same time do some work in advanced classes. 



WAYNE COUNTY COMMON SCHOOLS, 



But such an apprehensive view of grading is partial, leaving out of 
consideration the more than counter-balancing good brought about by the 
system. Instances are numerous where the introduction of grading has 
caused pupils to study more branches than they would have undertaken 
without its suggestions; where pupils have been induced to remain in 
school and attend more punctually, that they might complete the grade ; 
and, where pupils have, because of obeying the dictates of the system, 
received more thorough training. Thus from the effort to grade, more 
pupils have received broader and better education in our District Schools. 
The scheme of grading is no longer a theory. It has behind its claim, 
several years of successful experiment, not confined to our own county but 
spread over Indiana and into other States. In support of the assertion of 
its benefits to our schools, there are, in the office of the County Superin- 
tendent of Wayne County, the written opinions of many teachers, all 
testifying to its good results, within their observation. 

VIII. Let the premises, room, furniture and apparatus be neat and 
in as good repair as possible. If convenient, decorate your room and 
render it home-like and attractive; at least, have it clean. Let your own 
work be neat. Look to the temperature and ventilation of the room. 

IX. Pupils should be orderly, quiet and industrious. Classes should 
move promptly and quietly, and give undivided attention during recitations. 
Have an orderly method of dismissing school, and for partaking of dinner. 
Strive to have your pupils regular and punctual. Constant and varied 
employment is the best means of discipline. Drawing can be used in 
primary grades to occupy the attention. 

X. Teachers are required by law to teach "good behavior." 
Character is of quite as much importance as scholarship. The true object 
of school government is to form right habits. Be good-natured and kind, 
but firm and just. 

XL The Indiana Teachers' Reading Circle is commended. The 
course prescribed will greatly benefit you individually as well as improve 
you as instructors. It is the observation of not a few, that those teachers 
who pursue some line of study and keep their minds awake to the acqui- 
sition of knowledge, are the most successful in the school-room and most 
respected in their calling. 

XII. Do your work faithfully. Take a pride in it. Even though 
temporarily in school work, perform each day's task as if it were your 
life vocation. While the children are expected to form, at school, habits 
for after-life, perhaps this temporary employment may be to you the 
opportunity for forming habits which will insure success in your own 
future career. Let nothing fail because of neglect or inattention on your 
part. Write to the Superintendent whenever he can be of assistance to you. 



[For Recent Statistics, see page 102.] 



Adopted text-books. 99 



TEXT-BOOKS 

ADOPTED FOE THE PUBLIC SCHOOLS OF WAYNE COUNTY, IND. 



At which it was agreed, by Local Dealers, these books should sell. 

[Written agreements between publishers, local dealers, and the County Board of Education, 
are on file in the office of the County Superintendent.] 

McGuffey's Revised First Reader $ 20 

McGuffey's Revised Second Reader 35 

McGujffey's Revised Third Reader 50 

McGuffey's Revised Fourth Reader 60 

McGuffey's Revised Fifth Reader 85 

White's Primary Arithmetic ") Of the (" 25 

AA/Viitp'c Tntprmprliatp Arithmptir V '■^ T^ht'pp- Tin, 



White's Intermediate Arithmetic >- " Three- Book'''' X 45 

White's Complete Arithmetic j Series. (^ 75 

Eclectic New Elementary Geography 70 

Eclectic New Complete Geography i 35 

Webster's High School Dictionary i 25 

The above named books were adopted iu 1883 for a period of six years, as prescribed by law. 
The following named books were adopted in 1884, for the ensuing six years : 

Mickleborough & Long's Language Exercises, 

Part I i8 

Part II 25 

Harvey's Revised Elementary Grammar and Composition 50 

Harvey's Revised Enghsh Grammar 75 

Quackenbos's New American History i 25 

Swintoifs Word-Book (Speller) 25 

^Eclectic Elementary Copy-Books 10 

Eclectic (larger) Copy-Books 15 

Eclectic Physiology 70 

Hurst's Compend of Penmanship, Drawing and Slate Work 15 



I. Teachers are forbidden to introduce unauthorized books. 
II. Care should be taken to see that pupils secure \h.Q proper editions 
of the adopted books. 

III. When the books in any class cease to be uniform, the teacher 
shall report such fact to the Trustee, and the rules of the County Board 
of Education for such cases shall be enforced. 



Published by direction of the County Board of Education, October 
13, 1884. 

J. C. MACPHERSON, President. 
J. H. BOLINGER. Secretary. 



[A copy of the above is posted in every school-house in this County,] 



lOO THE LEADING BOOK HOUSE. 

leeo- isss. 

Nicholson s Bro., 

Wholesale and Retail 

f ^^ ©Irttomis 

^^^TWENTT-FIVE TEAES' EXPERIENCE. ,£!>3 

DEALEES IN 

BOOKS, STATIONERY, BLANK BOOKS, FANCY GOODS, PICTURES, 
FRAMES, MOULDINGS, ART MATERIALS, 



We have in stock, or can supply at short notice, all school books now in 
use in Wayne and adjoining counties. 

Chalk Crayons, Feather Dusters, Black Board Erasers, Globes, Maps, 
Teachers' Records, and other School Eequisites of the most approved kinds 
always on hand, at lowest prices. 

OF BOOKS OF REFERENCE, BIBLES, MISCELLANEOUS BOOKS, 

We carry the largest and best selected stock in Eastern Indiana, to which we 
are constantly adding the most desirable publications of recent literature. 

AXY BOOK IN PBIPfT SUPPI.IED 

Promptly, at publishers' prices, either at store or by mail free of postage. 

Liberal discounts to Trustees, Teachers, Ministers, and other large 
buyers. Inquiries regarding books, &c., promptly answered. 

You are cordially invited to call when in our City, and spend your 
leisure in examining our goods. 

Our store is recognized as the literary headcxuarters for Ministers, Teach- 
ers, and other literary people. 

OUR BOOK BINDERY AND PAPER BOX FACTORY 

Are complete, and our work equal to the very best, and prices as low as the 
lowest. 

MICHOLSON & BBO., 

Odd Fellows' Building-, Corner Main and Eighth Streets, 



HIGH SCHOOL BOOKS. tOl 



Eclectic IBd-CLca^tioriLa-l Series. 



Approved Text Books for High Schools. 

The Eclectic Educational Series offers for use in High Schools, text 
books of approved merit and acknowledged success as class books. 

Any of these publications sent in any quantity ordered by rail or ex- 
press on receipt of the Introduction Price annexed. If ordered by mail 
add one-sixth to cover cost of mailing. 

Mathematics : — 

Ray's New Elementary Algebra $ 80 

Ray's New Higher Algebra [Key, $1.00] i 00 

Ray's Test Problems in Algebra ... 50 

Schuyler's New Complete Algebra i 00 

Milne's Inductive Algebra [Key 80c. j 80 

Eclectic School Geometry 60 

Schuyler's Elements of Geometry i 00 

Ray's New Elements of Astronomy i 20 

Science: — ^ 

Norton's Elements of Physics 80 

Norton's Natural Philosophy i 10 

Norton's Elements of Chemistry i 10 

Eclectic Physiology and Hygiene 60 

Andrews' Elementary Geology i 00 

Andrews' Manual of the Constitution i 00 

Literature : — 

Pinneo's Guide to Composition 60 

Smith's Studies in English Literature i 20 

Hepburn's Manual of Enghsh Rhetoric i 00 

History : — 

Eclectic History of the United States i 00 

Thalheimer's History of England i 00 

Thalheimer's General History, Revised i 20 

Thalheimer's Ancient History i 60 

Thalheimer's Mediaeval and Modern History i 60 

Elocution : — 

Cole's Institute Reader 80 

Kidd's New Elocution i 00 

Kidd's Rhetorical Reader i 00 

Murdoch's Analytic Elocution i 00 

Murdoch's Plea for Spoken Language i 00 



VAN ANTWERP, BRAGG & CO., Publishers, 

CINCINNATI and NEW YORK. 



102 



STATISTICS OF 1 885. 



IHfTERESTIBfG ITEMS FROM THE STATISTICS OF 1885. 



TOWNSHIPS 

AND 

CORPORATIONS. 






>^ 



ilc 



Kg- 



5 t* 






o a 






:i.'-d 



AV)ingtou Township 

Boston Township 

Centre Township , 

Clay Township , 

Dalton Township 

Franklin Township 

Greene Township , 

Harrison Township 

Jackson Township 

Jetfevson Township 

New Garden Township , 

Perry Township 

Washington Township 

Wayne Township , 

Webster Township , 

Total in Townships , 

Town of Boston 

Town of Cambridge 

Town of Centreville 

Town of Dublin 

Town of East Gernianlown. 

Town of Fountain City 

Town of Hagerstown , 

Town of Milton 

Town of Washington , 

Town of Linden Hill 

Totalin Towns 

City of Richmond 

Grand Totals and Averages 



271 
311 
536 
191 
185 
447 
397 
158 
294 
380 
342 
325 
306 
1,282 
275 



201 
210 
314 
134 
137 
301 
267 
132 
211 
267 
177 
282 
177 
701 
253 



5,700 



130 
156 
210 
95 
81 
210 
175 
97 
136 
186 
128 
187 
114 
438 
132 



5,400 
5,500 
9,600 
4,600 
2,500 
9,600 

12,000 
4,500 
5,200 
7,000 
4,500 
6,750 
6,40(1 

27,000 
7,150 



89,700 



120 
150 
150 
140 
130 
120 
100 
120 
120 
120 
140 
140 
111 
149 
110 



1,920 



154 
150 
800 
825 
225 
210 
300 
315 
250 
600 
30U 
258 
275 
12,1'6 

167278 



1)1,620 00 
1,722 50 
2,992 00 
1,160 00 
950 00 
2,340 00 
1,750 00 
1,020 00 
1,870 75 
2,145 28 
1,505 00 
1,885 00 
2,217 00 
6,729 50 
1,289 25 



P 430 56 

731 95 

937 27 

583 90 

275 62 

1,991 66 

589 49 

473 92 

524 49 

338 76 

666 32 

750 99 

623 71 

2,840 68 

1,398 61 



31,196 28 13,157 93 



57 
670 
308 
430 
141 
192 
311 
261 
140 

18 



2,528 



45 
464 
236 
374 
110 
152 
228 
223 
114 

1,946 



2,512 



8,252 



35 
360 
176 
252 

99 
100 
168 
177 

75 

1,442 



1,925 



5,842 



2,100 
25,500 
5,100 
12,000 
5,540 
4,075 
7,200 
9,200 
8,000 



73,715 



189,610 



140 
180 
160 
160 
120 
126 
140 
160 
106 



30 

10 

100 

16 



250 00 
3,645 00 
1,480 00 
2,170 00 

840 00 
1,075 00 
1,594 00 
2,200 00 

478 10 



1,292 



13,732 28 



ISO 



26,608 88 



3,392 



16,454 



71,537 44 



131 58 
3,209 73 
957 82 
1,401 73 
218 66 
768 63 
703 43 
563 36 
184 82 

8,139 76 



53,890 92 



75,188 61 



R 



ICHMOND 



N 



S( 



ORMAL O.CHQOL. 



A School for Thoro^igh Professional Preparation of Teachers. 
CYRUS W. HODGIN, Principal. J. B. RAG AN, Associate Principal. 

ERASTUS TEST, M. S., M. D., Prin. Acad. Dep. C. E. HODGIN, Secretary. 

THREE YEARS NORMAL COURSE— Each year complete in itself. 

TWO YEARS ACADEMIC COURSE— Fits for College. 

ELECTIVE COURSE— For general purposes. 
Send for Catalogue. Address, Richmond Normal School, or any member of the Faculty, 
Richmond, Indiana. 



THE HISTOEY ADOPTED FOE WAYNE COaNTY, IND, 

Ouackenbos's American History for Scliools. 

Accompanied with numerous Illustrations and thirty-six Colored Maps. For sale by book- 
sellers in Wayne County. Retail price $1.25. Sent by mail to any address upon receipt of the retail 
price, by addressiug D. APPLETON & CO., 152 Wabash Aye., CHICAGO. 

PLEASING STORIES AND STUDIES FROM NATURE. 
BOOK OF CATS AUTO I>0«S, and Other FrieiKls, for Eittle Folks. 

By James JoHON NOT. 

APPLETON'S INSTRUCTIVE READING-BOOKS. 
NATURAE HISTORY SERIES, Book First. A sample copy will be forwarded, 

post-paid, on receipt of the introduction price, 17 cents. 
Book Second, Friends in Feathers and Fur, sent for 30 cents. Address 

D. APPLETON & CO., 152 & 154 Wabash Aye., CHICAGO, ILLS. 



IVISON, BLAKEMAN, TAYLOR & CO. 103 

Some Good Books. 



SWINTON'S WORD-BOOK OF SPELLING. Oral and Written. Designedto 
attain practical results in the acquisition of the ordinary English vocab- 
ulary, and to serve as an introduction to word-analysis. 154 pages. 

SWINTON'S NEW WORD-ANALYSIS. A careful revision of Swinton's 
Word Analysis, in which the old methods have been retained, and an 
adequate amount of new matter, in the shape of practice-work for pupils, 
added. Cloth, 154 pages. 

The attention of teachers and school-boards is invited to a careful examination of the above- 
named boolvs. Specimen pages of each, with a statement of the character of the works, will be 
mailed. The following two points are worthy of special notice : — 

They are the only perfectly graded series of Spellers ever made. They are the cheapest series of 
Spellers in the market. 

SWINTON'S WORD-BOOK SERIES is now in use in over ten thousand schools in the 
United States ; and the verdict is, that they are incomparably the most practical language-books 
now liefore tlie public. 

CALKINS'S READING CARDS. Two sets of twelve cards each. 5>^x8i^ 
inches. Heavy manilla paper. 

These cards are prepared to facilitate the learning to read during the first six months of the 
child's instruction in written language. 

The First Set contains 493 different words, arranged as follows : The first six contain 328 single 
words in common use, each printed in extra-large type ; also in script. The other cards of this .set 
contain 267 pairs of words in common use, including 310 different words, 165 of which are new, that 
are not given on the first six cards of this set. Type and script, same as the lirst six. 

The Second Set. Cards 1, 2, 3, contain 8i phrases, or 112 different words, 30 of which are new. 
Cards 4, 5, 6, contain 77 short sentences, or 126 different words, 47 of which are new. Cards 7 and 8 
contain 33 sentences, with words arranged mostly in pairs. Nos. 9 and 10, 26 sentences separated into 
phrases. These include 159 different words, 36 of which are new. Nos. 11 and 12 contain groups of 
sentences more or less related. These are printed in type only, and include 164 different words, 40 
of which are new. 

The two sets contain a vocabulary of 646 different words. 

CALKINS'S FROM BLACKBOARD TO BOOKS. By N. A. Calkins, author 
of Primary Object Lessons, and Manual of Object-Teaching. Cloth, 
small 4to, i07 pages. 

The name of Dr. Calkins is a guaranty of thorough workmanship in any department of 
Primary Instruction, and the book named above is far from being an exception. It contains full and 
explicit directions for using the Reading Cards, suggestions for teaching and spelling, and a plan for 
teaching Phonics. 

It also contains about sixty drawings, such as can be readily placed upon the blackboard for 
Use in teaching reading. These illustrations are given in simple outline, and with the least possible 
shading, in order that their reproduction on the blackboard may be very easy. The Reading Cards 
are given in the back of this book for the convenience of the teacher. 

HANSON'S WRITING SPELLERS. Designed to furnish a systematic exer- 
cise book for written spelling, and to aid in the improvement of penman- 
ship. At the top of each page the correct forms of the letters are given, 
from beautifully engraved plates ; and they therefore combine the advan- 
tages of a Copy-book and Spelling Blank, and are adapted to any method 
of teaching spelling. 



SEND rOE SPECIMEN PAGES AND CATALOGUE. 



IVISON, BLAKEMAN, TAYLOR & GO., 

Publishers of AMERICAN" EDUCATIONAL SERIES, 

149 Wabash Avenue, CHICAGO. 



I04 TEACHERS MANUALS. 



EZclectic ^jd-ULca^tiorLa.! Series. 



Teacher's Manuals. 



Select List of Teacher's Manuals and Other Boohs 
sidtahle for Teachers ' use, and for Insti- 
tutes, JV'ormal Schools, Sfc. 



Any of these publications sent in any quantity ordered by rail or ex- 
press, on receipt of the Introduction Price annexed. If ordered by mail, 
add one-sixth to cover cost of mailing. 



Hailman's History of Pedagogy $ 60 

Hailman's Kindergarten Culture 60 

Hewitt's Pedagogy for Young Teachers i 00 

Payne's School Supervision i 00 

How to Teach ; a Manual of Methods i 00 

Ogden's Science of Education i 00 

Ogden's Art of Teaching i 00 

Ritter's Geographical Studies i 00 

Ritter's Comparative Geography i 00 

Doerner's Treasury of General Knowledge, Part 1 50 

Dcerner's Treasury of General Knowledge, Part II 65 

The Eclectic Question Book, or Teachers' Examiner 50 

Smart's Manual of Free Gymnastics... 15 

Krusi's Life of Pestalozzi i 20 

Williams' Parser's Manual 65 

Composition and Object Lessons 20 

Hand Book of New Eclectic Penmanship 50 

Good Morals and Gentle Manners i 00 

Peaslee's Graded Selections for Memorizing 50 

Bigsby's First Lessons in Philology 50 

Schuyler's Psychology i 40 

White's Oral Lessons in Numbers 60 

White's Manual of Arithmetic i 00 

Teachers' Edition of Language Exercises , 50 

Descriptive Catalogue or Circulars furnished on application. 



VAN ANTWERP, BEAGG & CO., Publishers, 

CINCINNATI and NEW YORK. 



County School System. 



[In consideration of a general desire for information concerning School mat- 
ters, the County Superintendents of Eastern Indiana, at their late Convention, 
prepared the folloviing Explanation of the County System of Indiana.] 



The efficiency of any great system of co-operative labor is meas- 
ured by the completeness of its organization. That army will be the 
most successful on land whose troops are the best organized, and that 
navy will be the most successful at sea that is subjected to the most 
rigid inspection. The same is true of all great incorporations formed 
for important ends, and even of government itself. 

This is pre-eminently true in educational work, where children 
are to be collected into school, graded, classified and taught. No 
system for the education of the youth is complete until the last child 
is brought under its influence and its wants are fully understood 
and met. 

This country, prompted by necessity and experience, has been 
gradually perfecting its organization for educational ends. In all our 
cities, one after another, even down to the middle sized towns, thor- 
ough, systematic organization, accompanied and directed by efficient 
supervision, has been introduced. 

The result is that cit}' schools have grown in popular favor, while 
country schools have been regarded, in a great measure, as a failure. 

It is a stubborn fact that four-fifths of the school children of this 
State will receive all the scholastic training they will ever get in the 
ungraded country schools. The future of the State depends, in a 
great degree, upon the character of these country schools. The 
Country School Problem thus becomes the paramount educational 
question of the day. In view of these facts, steps have been taken 
for collecting the scattered fragments of these schools into a united 



system, that each one may be invigorated and improved by the strength 
derived from the whole. 

To accomplish this work, Indiana has constituted a \ 

COUNTY BOASD of EDUCATION. 

This body is composed of Township Trustees, Presidents of the 
School Boards of cities and towns, and the County Superintendent. 
The composition of this Board is, in some respects, fortunate. The 
Township Trustees represent a constituency almost wholly agricul- 
tural in pursuits ; the city and town Trustees, those who are devoted 
to commerce, the learned professions, and the arts. These act as 
checks upon each other, giving to the body rather a conservative 
character. 

The objects of this Board are defined in the law creating it as 
follows : 

" Said Board shall consider the general wants and needs of the 
schools and school property of which they have charge, and all matters 
relating to the purchase of school furniture, books, maps, charts, etc., 
etc. The change of text-books, except in cities, and the care and 
management of township libraries shall be determined by such 
Board." 

As indicative of the work of this Board, it can be stated that 
usually a number of committees composed of its own members are 
appointed to consider and report on the subjects assigned them: such, 
for instance, as a committee on school houses and furniture ; on 
wages and levies ; on text-books, maps and apparatus ; on course of 
study and regulations; on township libraries; on institutes, etc., etc. 
By this division of labor, general and safe conclusions are directly 
and speedily reached by the Board. 

As a second feature of the system for the county, the law provides 
for the appointment of a 

COUNTY SUPERINTENDENT. 

This oiEcer is to have the general superintendence of the schools 
of his county. He shall attend township institutes, where he shall 
preside and conduct the exercises. He shall visit each school of the 
county at least once in each year, for the purpose of increasing their 
usefulness, and elevating, as far as practicable, the poorer schools to 
the standard of the best. He shall encourage teachers* institutes, 
and shall labor in every practicable way to elevate the standard of 
teaching, and to improve the condition of the schools of the county. 
>li * * * * He shall examine all applicants for license 
as teachers, together with other duties referred to hereinafter. 

The work of the Superintendent may be classified as follows: 

1. As member of County Board. 

2. Statistical. 

3. Judicial. 

4. Visitorial. 

5. Examination of teachers. 

6. Institute work. 



1. AS MEMBER OF THE BOARD. 

"The Superintendent shall preside at the meeting of the Board; 
shall be alloAved to vote on all questions as other members are allowed 
to vote." To the Board, at least once a year, he makes report of his 
labors, and of the condition of the schools. The Superintendent, 
during his inspection, discovers some matters which may properly be 
brought to the attention of the particular trustee. But many things 
observed by him are common throughout the county, and constitute 
the general wants and needs of the schools and school property, of 
which the members of the Board have charge. Upon such subjects 
the Superintendent becomes the reliable source of information. As 
he "is allowed to vote on all questions as other members of the 
Board are allowed to vote," he may be considered a Trustee at Large, 
so far as deliberating and planning are concerned. 

2. STATISTICAL. , 

Full and accurate statistical information lays the basis for intel- 
ligent and successful action on the part of the State. She desires 
definite information as to the amount of work done, amount not done, 
amount to be done, and the means and agencies for accomplishing it. 
The labor of gathering and arranging these statistics is great, and is 
mostly the work of the County Superintendents, from reports made 
to them by School Trustees of the different townships, towns and 
cities, and from other sources of information. They are expected to 
furnish the Legislature, as well as the people, through the Depart- 
ment of Public Instruction, with the number of children of school 
age in the county; the number of pupils admitted into school; aver- 
age daily attendance; number of districts in which school is taught, 
and grade of each school ; length of school in days; number of teach- 
ers; average compensation thereof; amounts of school revenues re- 
ceived and expended; tax levied; number, kinds and value of school 
houses; value of property and apparatus; books in the township 
libraries ; number of institutes ; names of teachers licensed, their ad- 
dress and length of license, and number of applicants rejected. These 
items are sub-divided into several classes, and frequent averages and 
estimates are to be made. Also to report additional information em- 
bodied in a written report relative to the condition of the schools, 
school houses, and general progress of education, etc., in the county. 
Work of this nature can best be performed by an officer familiar with 
the details of the matters reported. The conferring of such work 
upon an officer already occupied with duties of a dissimilar character, 
generally causes the conferred duties to be considerd subordinate and 
unimportant, and results in their neglect. 

The County Superintendent, from the list of enumeration of 
school children, and reports of transfer, makes out the basis of ap- 
portionment of school revenue to the several townships, towns and 
cities, so as to enable the County Auditor to accurately apportion the 
school revenue for tuition. The Superintendent at the same time 
makes a statement to the Auditor of the transfers which have been 



4 

made for school purposes between the several school corporations, so 
that the local taxation may be properly levied and distributed. 

3, JUDICIAL. 

Disagreements will arise among the people and school officers 
in the practical administration of our school aftairs. These must be 
decided intelligently and justly, and for that purpose the Superinten- 
dent has original jurisdiction of a large class of these controversies, 
and appellate and final jurisdiction of another class. All questions 
purely local in their character fall under his notice ; and all questions 
of a general nature arising under the school law can reach the State 
Superintendent only after they have been submitted to him, and his 
written opinion has been taken. Some of his time must be spent in 
deciding the causes of controversies among the people, and much 
more of it in compromising their difficulties. 

Here again will be seen the propriety of a special tribunal. 
Such questions as the dismissal of teachers, location and removal of 
school houses, transfer of persons for school privileges, etc., should 
be decided by an officer most likely to have a practical familiarity 
with school laws and school difficulties. 

4. VISITORIAL. 

The law, as has just been seen, requires each school to be visited. 
What can be accomplished in the interest of these schools, so dis- 
jointed and occupying so large an area, by the visit of the Superin- 
tendent? 

In the first place it may be said that the beneficial effects of 
these visits are felt long before the visit is made. The very anticipa- 
tion of it has a quickening influence upon both teachers and pupils. 

The influence extends beyond the schools to the Trustees, in all 
material preparation for the comfort and convenience of the pupils. 
They prefer approval even to a just criticism, and, thus influenced, 
provide better houses and more liberal appliances for the children, 
than they would if not subjected to inspection and comparison. 

There are many ways in which a Superintendent can be of great 
service in visiting a school. 1. He can inspect the building, the 
out-houses, the yard, the fences, and especially the apparatus. If he 
should succeed in encouraging the teacher to greater diligence in 
the care and management of the school property, he would perform a 
service of far more value than his cost. It is estimated that the un- 
necessary wastage in our school property amounts to one hundred 
thousand dollars per annum. The County Superintendent can and 
ought to prevent a large share of this wastage. 2. The matter of 
the health of our school children should receive the thoughtful care 
of an intelligent inspector. Houses are built without adequate ven- 
tilation ; this results in irritability, nervousness and disease. Houses 
are so constructed as to throw the light upon the children's work 
from the wrong direction ; this results in weak eyes and near sighted- 
ness. The heating arrangements are often so made that the feet are 



cold while the head is hot, and one side of the pupil is warmed while 
the other is chilled; this results in discomfort, inability to study, and 
more or less sickness. A weak mind in a healthy body is a sad sight, 
but a strong mind in a puny, diseased frame is a monstrosity, if a 
County Superintendent performs his duty in respect to this impor- 
tant matter, if he advises the teacher in regard to the best means of 
securing temporary ventilation, and of managing the heat appliances, 
and if he obtains such information by his visit as will make him com- 
petent to advise the School Trustees in regard to the proper construc- 
tion of their school houses, he will perform another service worth far 
more than his cost. 3. But the teacher needs encouragement, 
kindly advice and criticism, in regard to securing the co-operation of 
the parents, grading the school, enforcing discipline, and espec- 
ially in regard to the method of instruction. It is in respect to these 
particulars that the chief service of the County Superintendent can 
be performed. 

5. ExXAMINATION. 

Our children must be taught by competent teachers. An incom- 
petent or an immoral teacher can do more mischief in a school, and 
hence waste more money, in a year, than the cost of County Superin- 
tendency in the most populous county in the State. The greatest 
school problem Avith which we have to deal is this: how shall we se- 
cure the best instruction for our children, with the money that we 
have to spend for tuition ? The question of competency can not be 
left to the applicants for position. It can not be left to the people ; 
nor, under ordinary circumstances, to the School Trustee. It must be 
left to a person who knows what a good school is, who knoAvs how to 
teach such a school himself, and who knows how, by a suitable examin- 
ation, to tell whether an applicant will make a successful teacher or 
not. It must be conceded that we must have a competent examiner to 
stand between the children and young men and young women who 
desire to learn the business of teaching at the expense of the chil- 
dren. This is a work that must be done — it must be well done. 
What sort of a man is capable of doing this work properly ? A cheap 
job in this particular is more expensive to the people in the long run 
than a million dollar court house that will tumble down in two years. 

It is now believed by most intelligent persons, that it takes some- 
thing besides good scholarship to make a good teacher. Scholarship 
is necessary, but aptness to teach, tact, judgment, and good common 
sense are just as necessary. Character is just as essential as scholar- 
ship; and hence a school may be well instructed and be veiy orderly, 
while the pupils learn to be ill-natured, uncharitable and untruthful. 
Hence it is that the real value of a teacher is never discovered until 
his work is inspected. Herein we find a strong argument for the vis- 
iting of schools. A County Superintendent may readily determine 
the scholarship of an applicant, and may issue to him a license for six 
months ; this is in the nature of a trial certificate. Whether a 
teacher ought to be re-licensed, or whether a teacher should have a 
higher grade of license at the next examination depends almost en- 



6 

tirely upon the character of the work done in the schoolroom. This 
can be determined only by personal knowledge obtainable by a visit. 
There are other and possibly as strong arguments in favor of the vis- 
iting of schools. Many of our teachers are young and inexperienced; 
our normal schools do not, and can not for many years, furnish us 
with a sufficient number of experienced teachers. Each year at least 
twenty per cent, of all our teachers have had no experience. Exer- 
cising all the care we can in the preliminary examinations, raising 
the standard as high as we dare, we shall still be obliged to employ 
those Avho are not up to the high standard desired. If the best re- 
sults are to be secured, their work must be inspected and supervised. 

There is no duty that devolves upon the County Superintendent, 
fraught with so much responsibility and embarassment, as the exam- 
ination of applicants for Teachers' License. He holds the key that 
unlocks the public treasury. He is to shield the children from the 
influence of incompetent and immoral persons, who may wish to as- 
sume the teacher's office. 

Through the combination of character, scholarship, and power to 
manage and control a school, each applicant must pass. The Super- 
intendent sits as judge in every case. He determines the scholarship 
of each applicant, by carefully weighing and judging of the correct- 
ness of answers to a hundred questions in the eight branches requir- 
ed by the State. He judges of the applicant's power to manage and 
control a school, by observation of his work in the school room and 
other evidences ; and, above all, he must determine the delicate ques- 
tion of cliaracter by diligent inquiry. In a word, he must not take 
any thing for granted, but must know. 

The interest at stake in these cases is great. Two parties are 
involved; the applicant on one side, and the public on the other. 
And the number each year in each county will equal the number of 
civil cases before the judge of the circuit court thereof. And they 
require as much care, deliberation and responsibility to determine as 
the cases before such court; and each case and question must be de- 
cided by the Superintendent without the aid of counsel or jury. 

6. INSTITUTES. 

One day in each week the Superintendent is a teacher of teach- 
ers in the township institutes. This is a work requiring a high order 
of teaching ability. 

During the official visits he ascertains and marks the points in 
which his teachers are deficient, whether in scholarship or work. 
Upon these he is prudently silent in the presence of the school, and 
probably in the presence of the teacher at the time of the visit. 
These deficiencies become a special subject of investigation at the 
next session of the township institute. There all errors may be 
pointed out with great freedom, and free from all suspicion of per- 
sonal feeling, and, at the same time, free from personal embarrass- 
ment. The value of these teachers' institutes in the correction of 
teachers can scarcely be overestimated, and is derived mostly from the 
Superintendent's knowledge of the school acquired by his visits. 



OTHER LABORS. 

1. The correspondence of the Superintendent of an average 
county, will amount to from one half to one full day's work each week. 
He has letters to answer from Trustees, in regard to Institutes, availi- 
bility and competency of teachers ; from applicants for situations as 
teachers ; from teachers in regard to matters upon which they desire 
information or advice, etc. 

2. Consultations with Trustees, teachers and citizens, at all times 
and all places — within and without the office, will amount to several 
days in the month. 

3. The calls made upon the County Superintendent by the above 
mentioned parties and others, are as numerous as those made upon 
any other county officer. The questions to be decided are often com- 
plicated, as well as important. 

THE SCHOOL TO'WNSHIP. 

The General School Law of Indiana declares that each civil 
township and each incorporated town or city in the several counties 
of the State, is a distinct municipal corporation for school purposes. 
The township is thus made one of the units in our school system. The 
officer of the township takes charge of the educational affairs of the 
whole township ; receives and expends the school revenues of the 
township, and enumerates the school population of the township, etc. 
The township plan is greatly to be preferred to the separate district 
plan. This feature of Indiana's system is admired in other and older 
States, where steps are being taken to adopt similar plans. 

RESULTS. 

I. Some of the best results of the system have been accom- 
plished through the County Board of Education. The unauthorized 
and unnecessary changing of text-books has been largely curtailed, 
and to many schools have been secured the benefits of uniformity in 
books. In many counties, a saving in the cost of text-books has been 
eflFected by means of special contracts betAveen publishers and the 
County Board — a practice which will soon become universal, to the 
great protection of parents. 

II. The school property and school grounds are kept in better 
condition. Fewer marks of vandalism are noticed each year, and a 
respect for public property is growing up. A spirit of emulation has 
arisen, and more uniform facilities have been provided. Better and 
more convenient school houses are being erected. The health of the 
children is receiving more attention. By the investigations of the 
Board, the misuse of money in the purchase of useless apparatus or 
contrivances has been discouraged. 

III. The Superintendent is charged with the general superin- 
tendence of the schools of his county. Under this authority the Su- 
perintendents, with the aid of the Boards, have devised courses of 



study, and plans for more thorough classification, called attention to 
neglected branches, and introduced improved methods of teaching. 

IV. The unification of the school forces of the county, and the 
systemizing of the work of the country schools has had a tendency to 
produce equalization of the school terra in the several townships ; 
longer terms ; a larger enrollment ; an increased per cent, of atten- 
dance ; an increase in the number studying arithmetic, grammar, ge- 
ography, history, and physiology, amounting in some places from two- 
fold to five-fold the number formerly pursuing such studies. The 
time spent in learning to read, write and spell has been shortened by 
means of better grading and methods of teaching ; while the number 
pursuing these branches has increased also. The i3upils partake of 
the spirit and are more determined to avail themselves of their ad- 
vantages. 

V. Each year less friction is observed in the school affairs. Bet- 
ter methods of teaching and better ideas upon school management, 
are brought into prominence by the Superintendents and experienced 
teachers at visits and in Institutes. The standard of teaching has 
been raised, at least the scholarship of applicants has been more 
closely inspected. Finally, it is confidently believed, that better men 
and women are being trained, and more properly fitted for the duties 
of life and the service of the state. 

CONCLUSION. 

"If there is one thing above another which the township schools 
need, and which will have a tendency to bring them up in grade and 
to increase their usefulness, it is systematic and thorough supervision. 
This has been the chief agency in bringing the city and toAvn systems 
to their present standard. There is scarcely a city or town in the 
country that does not recognize the fact that efficient supervision is 
absolutely essential to the highest success. It has been abundantly 
proved, that a thoroughly competent city superintendent is often 
worth thrice his cost. If, now, cities and towns, with the advanta- 
ges of perfectly graded schools, of a long term, and of well-trained 
and experienced teachers, need supervision, and derive so much ben- 
efit from it, the township schools, with all their disadvantages, can 
not be expected to do superior work without it. The arguments in 
favor of county supervision are unansAverable. No prudent man 
would employ a gang of workmen on the farm or in the shop, with- 
out devising some means by which their work might be intelligently 
supervised. Every mill must have its manager; every railroad its 
superintendent ; every contractor his head workman ; every merchant 
his chief clerk; and every machine-shop its master mechanic. In 
every business of life, as well as in every department of government, 
there must be a systematic organization of labor with intelligent su- 
pervision. The highest purposes of the township schools can not be 
realized without such supervision. The boys and girls in townships 
have as much right to enjoy its advantages as have the boys and girls 
who live in our towns and cities." 



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